LI  BR  ARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 

GIRT    OR 


REPORT 


OF    THE 


ISSION  ON  INDUSTRIAL  EDUCATION, 


MADE   TO    THE 


LEGISLATURE  OF  PENNSYLVANIA, 


WITH  APPENDICES. 


HARRISBURG: 

EDWIN   K.    MEYERS,    STATE    PRINTER. 

1889. 


\ 


IN  THE  SENATE,  April  26th,  1889. 

Resolved,  by  the  Senate,  (if  the  House  of  Representatives  concur,)  That 
ten  thousand  copies  of  the  report  of  the  Commission  on  Industrial  Educa- 
tion be  printed  and  bound :  Five  hundred  copies  for  the  use  of  the  Gover- 
nor, five  'hundred  copies  for  the  use  of  the  State  Librarian,  one  thousand 
copies  for  the  use  of  the  Commission,  one  thousand  copies  for  the  use  of 
the  Superintendent  of  Public  Instruction,  two  thousand  copies  for  the  use 
of  the  Senate,  and  five  thousand  copies  for  the  use  of  the  House  of  Repre- 
sentatives ;  one-tenth  of  the  edition  to  be  bound  in  half  morocco,  and  the 
remaining  nine-tenths  in  cloth. 

RUSSELL  ERRETT, 
Chief  Clerk  of  the  Senate 

JOHN  W.  MORRISON, 

Chief  Clerk  of  the  House  of  Representatives. 
APPROVED— The  3d  day  of  May,  A.  D.  1889. 

JAMES  A.  BEAVER. 


PREFATORY  NOTE. 


The  Commission  is  under  obligation  to  so  many  institutions  and  individuals,  for 
favors  received  in  the  course  of  its  work,  that  it  would  be  impossible  to  mention  all. 
It  may  be  said  in  general,  that  nearly  everyone  who  has  been  applied  to  for  informa- 
tion has  responded  with  a  promptness,  fullness  and  courtesy  which  has  not  only 
greatly  lightened  the  labors  of  the  Commission,  but  has  given  gratifying  evidence  of 
the  wide-spread  interest  in  the  subject  of  its  inquiries.  It  is  due,  however,  that 
special  recognition  should  be  made  of  the  unfailing  assistance  rendered  by  His  Ex- 
cellency the  Governor  of  the  Commonwealth,  and  his  secretary  Hon.  Gearge  Pearson, 
by  the  State  Superintendent  of  Public  Instruction  and  by  all  other  State  officials  whom 
it  has  been  found  necessary  to  call  upon.  Valuable  assistance  has  also  been  received 
from  Superintendent  MacAllister,  the  Hon.  Edward  T.  Steel,  Miss  Catherine  Pendle- 
ton,  Miss  Anna  Hallowell  and  others,  of  Philadelphia ;  from  numerous  State  and  lo- 
cal school  officials  outside  of  Pennsylvania,  and  from  the  heads  of  institutions  specially 
devoted  to  Manual  Training  in  many  parts  of  the  United  States.  In  connection  with 
the  inquiries  made  under  its  direction  in  Europe,  invaluable  assistance  was  rendered 
by  Sir  Lyon  Playfair,  Sir  Henry  E.  Roscoe,  the  Rt.  Hon.  John  Morley,  Prof.  James 
Bryce,  Mr.  A.  H.  D.  Ackland,  M.  P.,  Mr.  Quentin  Hogg,  Sir  Philip  Magnus,  Dr.  J.  H. 
Gladstone,  Prof.  Sylvanus  Thompson,  the  Rev.  Alfred  Wills  and  Mr.  Gilbert  R.  Red- 
grave, Secretary  of  The  Royal  Technical  Commission,  of  London  ;  by  the  Hon.  Wil- 
liam Mather,  of  Manchester  ;  by  MM.  Buisson,  of  the  Department  of  Public  In- 
struction, Andre  Lebon  and  R.  Chasteauneuf,  of  Paris  ;  by  MM.  Buls,  Burgomaster 
of  Brussels,  and  A.  Sluys,  director  of  the  normal  school  in  the  same  place.  It  is 
a  special  pleasure  to  record  also  that  the  members  of  the  United  States  Diplomatic 
and  Consular  service,  at  the  places  above  mentioned  and  at  Antwerp,  were,  with- 
out exception,  prompt  and  cordial  in  facilitating  the  labors  of  the  Commission. 


REPORT 

OF  THE 

Commission  Appointed  to  make  Inquiry  and  Report  to 

the  Legislature  of  Pennsylvania  Respecting 

the  Subject  of  Industrial  Education. 


To  the  Senate  and  House  of  Representatives  of  the  Commonwealth  of 

Pennsylvania : 

The  Commission  appointed  to  make  inquiry  respecting  the  subject 
of  Industrial  Education,  respectfully  submits  the  following  report : 

The  Legislature  at  its  last  session  adopted  the  following  concurrent 
resolution : 

"  Resolved  (if  the  House  of  Representatives  concur),  That  the  Governor  is  hereby 
authorized  and  requested  to  appoint  a  Commission  consisting  of  not  more  than  five 
persons,  citizens  of  this  Commonwealth,  to  make  inquiry  and  report  to  the  Legisla- 
ture at  its  next  session,  by  bill  or  otherwise,  respecting  the  subject  of  industrial  edu- 
cation, including  an  examination  of  the  extent  to  which  it  is  already  carried  on  in 
Pennsylvania  and  elsewhere  ;  the  best  means  of  promoting  and  maintaining  it  in  its 
several  grades,  whether  by  State  or  local  action  alone,  or  by  both  combined  ;  how 
far  it  is  possible  or  desirable  to  incorporate  it  into  the  existing  system  of  public  in- 
struction ;  the  best  method  of  training  teachers  for  such  schools  or  departments,  and 
what  changes,  if  any,  are  required  in  the  existing  system  of  normal  schools  to  en- 
able them  to  provide  such  training,  or  to  meet  more  fully  the  needs  of  the  system  of 
public  instruction  as  now  organized  in  this  State,  with  such  other  inquiries  as  the 
Commission  may  itself  institute  or  be  requested  by  the  Governor  to  undertake. 
The  members  of  the  Commission  shall  serve  without  compensation,  except  for  neces- 
sary expenses  and  clerk  hire  actually  incurred  and  approved  by  the  Governor." 

This  resolution  was  approved  by  his  Excellency  the  Governor,  May 
19,  1887,  and  the  following  gentlemen  were  subsequently  a  appointed 
to  serve  on  the  said  Commission" :  George  W.  Atherton,  LL.  D.,  Pres- 
ident of  The  Pennsylvania  State  College;  Adam  H.  Fetterolf,  LL.  D., 
President  of  Girard  College;  Nathan  0.  Schaeffer,  Ph.  D.,  Kutztown, 
Pa. ;  George  J.  Luckey,  Esq.,  Pittsburgh,  Pa. ;  Colonel  Theodore  W. 
Bean,  Norristown,  Pa. 

The  Commission  held  its  first  meeting  in  the  Supreme  Court  chamber, 
Harrisburg,  December  9,  1887,  and  organized  by  appointing  George 
W.  Atherton,  chairman,  and  Samuel  A.  Boyle,  clerk.  After  a  con- 
sideration of  the  terms  of  the  resolution,  the  following  specific  topics 
of  inquiry  were  adopted  as  embodying  its  essential  points  : 
1  ED.  COM. 


2  RhPORT   OF   THE 

1.  To  what  extent  in  its  several  grades,  and  by  what  methods,  in- 
dustrial education  is  carried  on  outside  of  Pennsylvania  as  a  branch 
of  public  education. 

2.  To  what  extent  and  by  what  methods  it  is  now  carried  on  in  the 
several  grades  of  public  schools  in  Pennsylvania,  and  the  practicabil- 
ity of  introducing  or  extending  it  in  such  schools,  city  and  rural. 

3.  (a)  To  what  extent  in  its  several  grades,  and  by  what  methods 
it  is. now  carried  on  in  private  institutions  in  Pennsylvania,  with  the 
relation  of  such  work  to  other  forms  of  education,  to  public  charities 
and  reformatories,  to  industrial  development,  and  to  the  general  in- 
terests of  society. 

(b)  The  best  methods  of  enlarging  and  extending  such  work,  hav- 
ing in  view  also  the  question  of  its  more  or  less  direct  connection  with 
existing  public  systems  or  agencies. 

4.  (a)  The  best  means  and  methods  of  establishing  and  maintain- 
ing it  in  its  several  grades:  Whether  by  State  action,  or  by  local  ac- 
tion, or  by  both  combined. 

(b)  How  far  it  can  be  incorporated  into  the  present  school  system 
of  Pennsylvania,  and  what  (if  any)  changes  of  law  are  necessary  or 
desirable  to  that  end. 

5.  The  best  methods  of  training  suitable  teachers. 

(a)  Changes  (if  any)  required  for  this  purpose  in  the  present  system 
of  normal  schools. 

(b)  Changes  (if  any)  required   to  enable   the  normal  schools  to 
meet  more  fully  the  needs  of  the  present  public  school  system. 

6.  As  to  each  of  the  foregoing  topics  : 

How  far  the  educational  element  should  be  incorporated  into  such 
training,  as  distinguished  from  the  strictly  trade,  apprentice,  or  tech- 
nical element. 

In  order  to  make  the  proposed  investigation  as  thorough  as  possible 
in  the  several  directions  thus  suggested,  it  was  thought  desirable  to 
assign  these  special  lines  of  inquiry  to  the  different  members  of  the 
Commission,  the  results  in]  each  case  to  be  finally  reviewed  by  the 
Commission  as  a  whole. 

The  following  resolution  was  also  adopted  : 

"  Resolved,  That  the  chairman  be  and  hereby  is  authorized  and  requested,  011  be- 
half of  the  Commission  (and  as  far  as  practicable)  to  visit  such  places  and  institu- 
tions in  Europe  as  furnish  the  most  systematic  and  successful  instances  of  industrial 
education,  as  far  as  he  may  deem  inquiries  in  that  direction  likely  to  aid  the  Com- 
mission in  discharging  the  duties  intrusted  to  it  by  the  Commonwealth." 

The  individual  members  of  the  Commission  have  pursued  the  several 
lines  of  inquiry  thus  indicated,  and  the  Commission,  as  a  body,  has 
met  from  time  to  time  to  compare  views  and  to  combine  th^  results 
of  investigation,  continuing  that  procedure  until  shortly  before  the 
assembly  of  the  present  Legislature.  They  have  singly  or  as  a  body 
visited  many  portions  of  our  own  State;  have  conferred  with  leading 


INDUSTRIAL  EDUCATION  COMMISSION.  3 

representatives  of  educational  and  business  interests  in  Philadelphia, 
Pittsburgh  and  elsewhere;  have  visited  a  few  institutions  in  other 
States  ;  and  the  chairman,  at  the  request  of  the  Commission,  and  with 
the  approval  of  the  Governor,  spent  between  two  and  three  months 
in  an  investigation  of  the  same  subject  in  England,  France  and  Bel- 
gium. Besides  this,  the  members  of  the  Commission  have  sought  to 
make  use  of  all  available  sources  of  information  in  the  way  of  printed 
reports,  discussions,  treatises,  etc.,  and,  divesting  themselves  of  all 
preconceived  opinions  which  could  interfere  with  the  thoroughness 
and  impartiality  of  their  work,  have  diligently  addressed  themselves 
to  the  inquiries  marked  out  for  them  by  the  resolution  above  quoted. 

It  should  perhaps  be  said  at  the  outset,  that  without  neglecting  other 
branches  of  inquiry,  they  have  considered  themselves  especially 
charged  with  the  question  as  stated  in  the  words  of  the  resolution, 
•'  How  far  it  is  possible  or  desirable  to  incorporate  it  [industrial  edu- 
cation] into  the  existing  system  of  public  instruction,  and  the  best 
method  of  training  teachers  for  such  schools  or  departments."  In  or- 
der to  reach  definite  results,  th^y  have  endeavored  to  ascertain, 

First.  To  what  extent  and  with  what  results  such  instruction  has 
been  actually  established  as  a  part  of  public  school  education  in  the 
United  States  and  elsewhere  ; 

Second.  Whether  the  introduction  of  such  instruction  in  the  pub- 
lic schools  of  this  State  is  desirable;  and, 

Third.  Whether,  if  desirable,  it  is  also  practicable. 

In  the  appendices  to  the  report  will  be  found  a  large  amount  of 
material,  embodying  the  results  of  such  inquiry,  showing  to  what  ex- 
tent industrial  education  has  been  successfully  established  in  many 
places,  at  home  and  abroad,  and  presenting  the  views  of  eminent  men 
in  the  various  walks  of  life  as  to  its  general  results.  This  material 
cannot  profess  to  be  more  than  a  meagre  selection  from  the  great  mass 
within  reach.  The  difficulty  has  been  not  to  find  material  enough, 
but  to  select  from  the  profusion  accessible,  what  seemed  likely  to 
prove  the  most  useful  portions.  The  guiding  principle  in  this  selection 
has  been  to  present  the  results  of  actual  experience  in  different 
branches  of  the  work ;  and,  in  the  hope  of  furnishing  practical  assist- 
ance to  institutions  and  localities,  a  few  courses  and  methods  now  in 
successful  operation  are  given,  with  some  statements  of  the  expense 
involved.  Theoretical  views  1. ave  been  given  weight  only  so  far  as 
they  have  proved  the  basis  of  sound  experience. 

It  is  perhaps  desirable  to  indicate  the  sense  in  which  the  term  in- 
dustrial education  is  here  used.  In  recent  discussions  the  terms 
u  technical  education,"  kt  scientific  education,"  "  industrial  education," 
u  manual  training,"  etc  ,  frequently  occur,  and  it  is  doubtful  whether 
a  clear  distinction  as  to  the  field  they  cover  is  always  held  in  mind  by 
those  using  them.  It  is  perhaps  impossible  that  such  a  distinction 
should  be  made  in  a  way  to  meet  the  approval  of  all  educators,  but 


4  REPORT  OF  THE 

the  view  upon  which  the  Commission  has  proceeded,  which  has  given 
direction  and  coloring  to  all  its  investigations,  and  which  has  embod- 
ied itself  in  the  conclusions  presented  in  this  report,  may  be  stated 
substantially  as  follows : 

8cientific  education  may  be  regarded,  in  one  view,  as  almost  ex- 
clusively theoretical ;  in  another,  as  almost  exclusively  practical; — 
this  being  the  familiar  distinction  between  pure  and  applied  science. 
But  since  no  branch  of  science  can  be  effectively  taught,  except  as  to  its 
theory,  without  the  aids  of  the  laboratory  and  the  actual  manipula- 
tion of  materials  and  apparatus,  all  scientific  instruction  comes  to 
have,  almost  of  necessity,  a  semi  technical  cast.  If  carried  one  step 
farther,  and  conducted  with  reference  to  its  general  applications  in  in- 
dustry, it  becomes  a  general  technical  instruction ;  if  applied  to  specific 
industries,  it  becomes  special  technical  or  technological  instruction. 

Technical  instruction,  therefore,  may  be  regarded  as  the  teaching 
of  science  with  specific  reference  to  its  applications  in  the  various 
forms  of  industry,  including  also  a  knowledge  of  the  materials  and 
the  practical  processes  employed  in  them;  and  the  term  has  come  to 
be  applied  almost,  if  not  quite  universally,  to  the  higher  ranges  of 
such  instruction. 

Industrial  education  does  not  differ  from  general  technical  educa- 
tion except  that  the  term  may  properly  be  considered  applicable  to 
the  lower  ranges  instead,  of  the  higher  ;  and  while  no  line  of  demar- 
cation between  the  two  can  be  sharply  drawn,  the  distinction  here 
made  may  serve  to  indicate  with  sufficient  accuracy  the  respective 
fields  covered  by  each. 

Manual  training  in  the  strict  sense  of  the  term,  would  mean  simply 
the  training  of  the  hand  ;  but  as  currently  used  with  reference  to  ed1 
ucation,  the  words  indicate  such  employment  of  the  hand,  as  will,  at 
the  same  time,  train  the  eye  to  accuracy  and  the  mind  to  attention. 
The  scientific  element,  or  the  teaching  of  science  pure  and  simple,  is 
not  necessarily  involved  in  the  expression.  As,  however,  pure  science 
can  scarcely  be  taught  without  looking  somewhat  toward  its  applica- 
tions, so  manual  training  cannot  be  made  an  effective  educational 
process  except  by  constant  reference  to  the  broad  foundation  in  the 
mathematical,  physical  and  natural  sciences  upon  which  it  rests. 

The  Commission  has  deemed  that  for  its  purposes  the  term  u  Indus- 
trial Education  "'  as  used  in  the  resolution  authorizing  its  appointment, 
was  ample  and  expressive.  It  involves  both  the  idea  of  manual  train- 
ing with  reference  to  its  industrial  applications,  and  the  idea  of 
educational  or  intellectual  training  which,  with  reference  to  indus- 
tries, must  be  largely  on  the  scientific  side.  Industrial  education, 
therefore,  we  understand  and  use  as  meaning  primarily  education  ; 
education  with  reference  to  practical  life,  but  still  education  ;  the 
training  of  the  hand,  the  eye  and  the  brain  to  work  in  unison ;  the 
training  of  the  whole  child  in  such  a  way  that  his  inward  powers  may 


INDUSTRIAL  EDUCATION  COMMISSION.  5 

act  effectively  through  fit  instruments  upon  his  external  surroundings, 
and  receive  from  them  in  turn  accurate  and  informing  impressions. 

It  is  not  the  purpose  of  the  Commission  to  appear  as  a  critic,  much 
less  an  opponent  of  the  public  school  system  as  it  now  exists.  Its 
favorable  influence  in  the  development  of  American  character  and 
American  institutions  can  scarcely  be  overestimated.  Beginning  with 
the  beginnings  of  our  national  life,  and  growing  with  its  growth,  it 
has  wrought  itself  into  the  very  fiber  of  our  social  and  political  struc- 
ture, and  has  proved  for  the  great  mass  of  our  people  a  means  of  up- 
lifting and  advancement  second  to  no  other  agency.  But  the  conditions 
out  of  which  the  system  grew  have  so  largely  changed,  that  some 
modification  in  its  methods,  though  not  in  ijbs  essential  spirit,  is  abso- 
lutely necessary.  The  widespread  introduction  of  scientific  knowl-  / 
edge  and  scientific  methods  into  all  the  industrial  processes  of  theday,-J 
makes  it  necessary  that  the  great  mass  of  our  children,"Vho  leave 
school  at  the  age  of  fourteen  or  sixteen — and  under,  if  they  are  not  to 
be  launched  unprepared  into  an  unknown  world,  must  acquire  such 
training  in  the  public  school  as  will  give  them  at  least  some  element- 
ary knowledge  of  the  facts  and  the  forces  with  which  they  will  be 
brought  face  to  face  as  soon  as  the  doors  of  the  school  house  close  be- 
hind them. 

The  fact  should  be  frankly  recognized  and  emphasized  that  our 
better  public  schools  have,  for  the  last  twenty-five  years,  been  moving 
in  this  direction,  and  have  made  immense  advancement;  but  it  is  still 
true  to  a  far  greater  extent  than  it  ought  to  be  that  their  tendency  is 
to  educate  boys  and  girls  away  from  the  ideas  of  practical,  self  help- 
ful, industrial  life  rather  than  toward  it.  This  fact  has  come  to  be 
widely  recognized  by  thoughtful  observers  among  ourselves,  as  well 
as  by  citizens  of  other  countries  who  have  made  a  study  of  our  educa- 
tional system.  One  of  our  friendliest  and  most  judicious  critics,  Mr. 
William  Mather,  of  Manchester,  in  his  report  made  to  the  Royal  Com- 
mission on  Technical  Instruction,  says: 

*****  "  Too  large  a  class  of  young  people  in  America  of  both 
sexes  are  seeking  pursuits  not  requiring  manual  labor.  Their  education,  as  given 
at  present  in  the  high  schools  and  colleges,  tends  rather  to  unfit  them  for  the  active 
industries  of  life,  in  a  country  where  the  vast  resources  of  nature  are  waiting  for 
willing  and  trained  hands  to  utilize  them.  The  native-born  American  hates  drud 
gery  ;  and  all  the  mechanical  arts,  when  pursued  without  some  knowledge  of  science 
to  employ  and  interest  the  mind  while  the  hands  are  active,  are  more  or  less  drud- 
gery. The  American  boy,  with  his  inborn  ambition  arid  natural  ingenuity,  would 
cease  to  regard  manual  labour  as  drudgery  it'  his  hand  and  mind  together  were  in- 
dustrially trained  through  the  school  period.  He  would  then  be  led  into  industrial 
employments  by  choice,  as  the  readiest  means  to  climb  to  a  higher  position  in  life. 
"It  cannot  be  denied,  however,  that  a  widespread  aptitude  to  leirn  and  under- 
stand, has  been  implanted  by  the  public  schools  of  America.  A  high  degree  of  self 
respect  marks  the  workmen  who  have  passed  through  the  schools,  and  to  those  4  who 
have  it  in  them,'  the  education  even  of  the  grammar  school,  closing  at  fourteen  to 
fifteen  years  old,  enables  self-improvement  to  be  continued  by  boys  of  talent  and 
energy,  without  gre.it  ditliculty,  even  through  private  study." 


6  REPORT  OF  THE 

These  and  similar  observations  miiiht  be  quoted  from  many  sources, 
and  the  criticism  which  they  emphasize  would,  until  within  a  very 
few  years,  have  been  equally  applicable  in  every  other  country  which 
maintains  a  system  of  general  education. 

The  defect  being  everywhere  felt,  a  remedy  has  been  everywhere 
sought.  The  advances  in  scientific  knowledge  within  the  present  cen- 
tury have  not  been  more  remarkable  than  the  change  in  educational 
methods  resulting  from  them.  The  effort  has  been  not  merely  to 
make  use  of  the  new  material  for  education  brought  forward  by  the 
discoveries  of  science,  nor  merely  to  inculcate  the  scientific  method  in 
the  use  of  this  material,  but  to  combine  these  two  elements  of  training 
with  the  appreciation  of  both  material  and  method  to  the  new  condi- 
tions of  social  and  industrial  life.  Either  might  have  been  done  with- 
out the  other;  but  the  attempt  to  conduct  educational  processes  in 
such  away  as  to  apply  scientific  discovery  to  actual  life,  has  resulted 
both  in  carrying  the  educational  spirit  forward  into  industrial  pur- 
suits, and  in  bringing  the  active,  alert  and  vigorous  industrial  spirit 
into  the  methods  of  education.  The  general  result  has  been  a  great 
and  far-reaching  educational  movement  within  the  last  fifty  years, 
surpassed — if  equalled — by  no  similar  movement  in  the  history  of 
mankind.  Every  civilized  country,  and  the  best  minds  in  every 
country,  have  thought  it  worth  while  to  encourage,  foster  and  pro- 
mote this  movement.  Technical  education,  in  some  one  or  other  of 
its  many  forms,  has  come  to  be  established  in  every  country  of  the 
civilized  world  ;  but  by  an  inversion  of  what  would  seem  the  natural 
and  logical  order,  the  beginning  has  in  all  cases  been  made  at  the  top 
rather  than  at  the  bottom  of  the  system. 

Governments  everywhere  have  considered  it  expedient  to  establish 
special  institutions  for  the  training  of  the  higher  and  official  class,  and 
even  in  countries  where  classes  are  less  distinctly  recognized,  the 
more  advanced  forms  of  technical  instruction  have  received  the  earliest 
attention.  Within  the  last  few  years,  however,  a  notable  movement 
has  setin  for  the  diffusion  of  scientific  and  technical  instruction  among 
the  masses  of  the  people.  In  Sweden.  Finland,  Switzerland  and  France 
such  instruction  is  already  widespread.  France  especially  has  made 
it  the  object  of  the  government's  most  solicitious  care  for  the  last 
nineteen  years.  Other  countries  have  made  and  are  still  making 
promising  beginnings  in  the  same  direction. 

Russia  has  no  system  of  public  education,  but  some  of  her  institu- 
tions of  technical  instruction  are  among  the  best  in  the  world. 

The  excellence  and  extent  of  the  German  and  Austrian  systems  are 
well  known. 

Great  Britain  has  for  forty  years  past  maintained  a  splendid  system 
of  general  art  education,  and  is  now  moving  slowly  but  surely  and 
vigorously  in  the  direction  of  technical  and  industrial  education- 
Several  colleges,  like  Owens  College  at  Manchester,  the  Yorkshire 


INDUSTRIAL  EDUCATION  COMMISSION.  7 

College  at  L3eds,  University  College  at  Liverpool,  and  others,  have 
already  introduced  it;  the  London  (Finsbury)  Technical  College  is  car- 
rying it  on  in  the  most  successful  manner,  under  the  intelligent  and 
efficient  direction  of  Professor  Thompson  ;  a  national  association  for  the 
promotion  of  technical  education  has  within  a  year  past  been  formed, 
with  Lord  Hartington  at  the  head,  and  other  eminent  public  men  among 
its  active  managers  ;  the  London  School  Board  has  introduced  manual 
training  into  some  of  its  schools  within  the  last  twelve  months,  and, 
through  the  newly  established  institution  known  as  The  City  and 
Guilds  of  London  Institute,  under  the  management  of  Sir  Phillip 
Magnus,  a  systemantic  propaganda  of  the  new  ideas  and  methods  is 
being  actively  carried  on.  At  the  last  two  sessions  of  Parliament  a 
bill  has  been  introduced  for  the  promotion  of  technical  education,  but 
has  failed  each  time;  in  the  first  instance  because  the  measure  was 
unsatisfactory  to  its  most  intelligent  friends,  and  in  the  second,  for 
want  of  time.  But  there  is  no  doubt  of  the  enactment  at  no  distant 
day  of  some  comprehensive  scheme  of  this  kind. 

In  the  year  1881  the  British  government  appointed  a  Royal  Com- 
mission on  Technical  Instruction,  the  members  of  which,  in  a  body  or 
singly,  visited  most  of  the  leading  countries  of  Europe,  and  made 
most  extensive  and  thorough  inquiries  into  the  state  of  technical  in- 
struction of  all  grades  therein;  and  their  report,  embodying  the  re- 
sults of  inquiries  and  observations  thus  made,  is  a  most  valuable  col- 
lection of  matetial  not  elsewhere  so  easily  accessible.  This  report, 
selections  from  which  will  be  found  in  the  appendix,  presents  the 
views  of  eminent  educators  and  of  men  engaged  in  industrial  persuits, 
either  as  managers,  foremen  or  proprietors,  and  presents  them  not 
simply  with  reference  to  the  educational  value  of  technical  instruc- 
tion, but  even  more  with  reference  to  its  value  as  a  factor  in  indus- 
trial life.* 

The  movement  in  the  same  direction  in  the  United  States  has  not 
been  less  marked  or  important.  It  may  be  said  to  have  taken  defi- 
nite form  in  1862,  in  the  passage  by  Congress  of  the  well-known  land- 
grant  act.  This  measure  has  proved  of  great  and  far-reaching  im- 
portance ;  and,  whatever  regrets  may  be  felt  that  it  has  not  in  all 
cases  fully  met  the  expectations  of  its  original  promotors,  it  has  been 
fruitful  of  untold  benefit  to  the  cause  of  scientific  and  technical  edu- 
cation throughout  the  United  States.  It  provided  for  the  establish- 
ment, in  every  State  and  Territory  which  should  accept  its  provisions, 
of  at  least  one  college  where  "  the  leading  object  "  should  be  a  to  teach 
such  branches  of  learning  as  are  related  to  agriculture  and  the  me- 

*The  foregoing  statements  take  no  account  of  the  vast  number  of  trade  schools, 
evening  classes,  mechanics'  institutes,  and  similar  agencies  for  giving  specific  teach- 
nical  instruction  to  apprentices  and  others  actually  employed  in  trades.  These  are 
to  be  found  in  nearly  every  important  industrial  centre  in  Europe,  and  are  exerting 
in  the  aggregate  an  immense  influence  for  good.  But  they  can  scarcely  be  classed 
as  educational  institutions  in  the  proper  sense  of  the  word. 


REPORT  OF  THE 

chanic  arts,  without  excluding  other  scientific  and  classical  studies,  and 
including  military  tactics." 

Unfortunately,  from  an  educational  point  of  view,  the  grant  of  pub- 
lic lands  in  support  of  this  measure  (30,000  acres  for  each  Senator 
and  Representative  in  Congress)  was  proportioned  on  a  basis  which 
had  no  relation  to  the  educational  needs  of  the  respective  States, 
The  smaller  and  newer  States,  which  needed  most  receive  least; 
and,  while  this  inequality  has  been  in  many  cases  rectified  by  the 
action  of  the  State  governments,  the  original  disvantage  has  never 
fully  disappeared.  Notwithstanding  all  drawbacks,  however,  the  re- 
sult has  been  that  the  National  initiative,  supplemented  by  the  action 
of  the  States  and  of  individuals,  has  resulted  in  establishing  a  large 
number  of  vigorous,  progressive  and  successful  institutions,  which 
have,  for  the  first  time  in  the  history  of  the  United  States,  made  the 
teaching  of  science  in  its  applications  their  leading  object,  without  ex- 
cluding such  other  branches  of  learning  as  are  specially  adapted  to 
give  force  and  refinement  to  the  intellect.  Many  of  these  institu- 
tions have  established  and  have  now  in  successful  oparation  depart- 
ments of  instruction  in  the  mechanic  arts  and  mechanical  engineering 
in  all  their  varied  branches.  Some  of  these  institutions  are  directly 
connected  with  the  State  system  of  public  schools,  and  they  have 
thus  exercised  an  important  influence  in  diffusing  the  principles  of  an 
education  at  once  liberal  and  practical  throughout  the  entire  body. 
It  is  impossible  to  say  how  far  their  influence  has  directly  affected  the 
older  classical  colleges,  or  how  far  both  have  been  carried  along  by  a 
general  movement  stronger  than  either ;  but  certain  it  is,  that  since 
their  establishment  the  methods  of  instruction  in  the  older  colleger 
have  been  greatly  modified,  and  the  subject  matter  of  their  curric- 
ulum grea-tly  extended  by  the  introduction  of  scientific  studies. 

Not  the  least  important  service  conferred  upon  the  people  of  the 
country  by  the  act  of  Congress  just  mentioned,  has  been  the  creation 
of  a  large  body  of  men  engaged  in  teaching  and  popularizing  modern 
science,  and  especially  manual  training  in  connection  with  agricul- 
ture and  the  mechanic  arts.  Their  influence  in  this  respect  has  al- 
ready been  widely  felt  and  premises  to  be  still  more  so  in  the  new 
movement  for  popularizing  manual  training  as  a  part  of  public  school 
instruction. 

The  latter  movement  is  now  under  way  to  an  extent  and  with  a  force 
which  is  probably  not  appreciated  by  any  who  have  not  given  special 
attention  to  the  subject.  It  began  about  ten  years  ago  with  the  estab- 
lishment of  the  St.  Louis  Manual  Training  School.  Since  that  time, 
but  particularly  within  the  last  five  years,  it  has  spread  very  rapidly, 
until  it  has  come  to  be  to  day  a  factor  of  the  greatest  importance  in 
public  education  in  many  parts  of  the  country.  An  account  of  the 
most  important  institutions  of  this  kind  in  the  United  States  will  be 
found  in  the  appendix.  It  is  enough  for  our  present  purpose  to  ob- 


INDUSTRIAL  EDUCATION  COMMISSION.  9 

serve  that  they  have  taken  the  form  either  of  special  institutions, 
privately  supported,  or  of  institutions  forming  a  branch  of  the  general 
school  system  of  the  town  or  city  in  which  they  are  established,  or  of 
a  special  course  in  connection  with  one  or  more  schools. 

What  now,  is  the  purpose  and  meaning  of  this  movement?  What 
is  manual  training  in  the  public  schools?  What  is  it  designed  to 
accomplish?  By  what  methods  is  it  carried  on  ?  What  is  its  relation 
to  established  courses,  what  are  its  results  thus  far,  and  to  what  ex- 
tent is  it  demanded  or  justified  by  public  opinion?  Upon  these  points 
we  proceed  to  give  the  conclusions  reached  by  our  own  inquiries,  with 
the  testimony  of  many  competent  observers. 

As  has  been  already  indicated,  manual  training  does  not  mean 
simply  the  use  of  the  hand,  nor  does  it  mean  simply  the  training  of 
the  hand  for  the  sake  of  the  hand,  or  for  the  sake  of  the  productive 
skill  which  that  training  gives.  It  is  a  training  of  the  hand  for  the 
purpose  of  securing  at  the  same  time  and  primarily,  the  training  of 
the  mind,  through  the  senses  of  touch  and  perception.  The  hand  can- 
not be  trained  to  accurate  methods  without  at  the  same  time  holding 
the  eye  to  accurate  observation;  and  hand  and  eye  cannot  be  trained 
to  accurate  observation  and  manipulation  without  at  the  same  time 
exercising  the  mental  faculties  of  attention,  comparison,  reflection 
and  judgment.  The  use  of  tools  upon  material  substances  develops 
this  entire  circle  of  faculties;  develops  them  in  such  mutual  relation 
that  each  supports  and  is  supported  by  the  others.  It  is  surprising  to 
see  the  readiness  with  which  children  even  as  young  as  seven  or  eight 
years  enter  into  the  spirit  of  this  training,  and  find  delight  in  the  ex- 
ercise of  the  constructive  faculty,  which  almost  everywhere  among 
children  manifests  itself  when  the  opportunity  is  given. 

But  mere  work  of  this  kind,  however  varied,  would  tend  to  become 
monotonous,  and  run  into  routine.  Accordingly  the  manual  training 
schools  introduce  into  their  curriculum  the  same  educational  studies  as 
are  found  in  other  schools,  and  aim  thus  to  develop  the  intellectual 
faculties  not  less  than  the  physical.  In  the  same  way  shop  work, 
when  introduced  as  a  part  of  the  prescribed  course  of  any  public  school, 
is  not  allowed  to  diminish  the  amount  of  attention  given  to  other 
studies;  and  it  is  found  that  the  school  time,  which  would  thus  at  first 
sight  appear  to  be  lost  to  other  studies,  is  iully  made  up,  and  often 
more  than  made  up,  by  the  increased  freshness,  aptitude,  and  mental 
alertness  which  the  pupil  acquires  from  his  manual,  exercises.  The 
testimony  of  experienced  observers  is  absolutely  uniform,  that  boys 
who  receive  this  double  training  are  in  no  respect  losers  in  their  in- 
tellectual studies  by  reason  of  the  time  spent  in  the  work  shop,  but 
are  in  many,  if  not  a  majority  of  cases,  absolute  gainers. 

The  principal  of  the  Boston  High  School,  reporting  upon  the  ex- 
periment of  a  class  in  manual  instruction,  says: 

''It  was  thought  that  taking  a  part  of  the  class  away  from  its  regu- 


10  REPORT  OF  THE 

lar  school  work  would  result  in  more  or  less  detriment  to  its  progress 
in  the  prescribed  studies.  Here  and  there  a  complaint  was  made  by 
the  teacher,  of  some  second-class  boy,  that  he  was  not  doing  his  work 
well  in  his  own  room ;  but  the  pupil,  in  every  case,  was  so  anxious  to 
remain  in  the  'carpenter's  -class'  that  a  word  or  two  of  warning  was 
sufficient  to  bring-  his  performance  up  to  a  standard  again.  The  re- 
sult, so  far  as  the  first  class  is  concerned,  has  been  tabulated,  and  will 
be  found  in  the  paper  marked  4  0.'  On  an  examination  of  this  paper 
it  will  be  seen  that  no  boy  fell  below  the  required  per  cent ,  and  each 
boy  received  his  diploma.  I  consider  that  the  results  go  far  to  prove 
that  manual  training  is  so  great  a  relief  to  the  iteration  of  school  work 
that  it  is  a  positive  benefit  rather  than  a  detriment  to  the  course  in  the 
other  studies" 

The  report  of  the  St.  Louis  Manual  Training  School  for  1387-8  says : 

"In  a  manual  training  school  properly  so-called,  no  attempt  is  made 
to  cultivate  dexterity  at  the  expense  of  thought.  No  mere  sleight  of- 
hand  is  aimed  at,  nor  is  muscular  exercise  of  itself  held  to  be  of  edu- 
cational value.  An  exercise,  whether  with  tools  or  with  books,  is  valu- 
able only  in  proportion  to  the  demand  it  makes  upon  the  mind  for  in- 
telligent, thoughtful  work.  In  the  school  shop  the  stage  of  mechan- 
ical habit  is  never  reached.  The  only  habit  actually  acquired  is  that 
of  thinking.  No  blow  is  struck,  no  line  drawn,  no  motion  regulated, 
from  muscular  habit.  The  quality  of  every  act  springs  from  the  con- 
scious will,  accompanied  by  a  definite  act  of  judgment.  Suchalimited 
training  cannot,  of  course,  produce  a  high  degree  of  manual  skill." 

To  the  same  effect  the  second  annual  report  of  the  Toledo  Manual 
Training  School  says : 

"In  manual  education,  the  desired  end  is  the  acquirement  of  skill 
in  the  use  of  tools  and  materials,  and  not  the  production  of  specific  ar- 
ticles ;  hence  we  abstract  all  the  mechanical  processes  and  manual 
arts  and  typical  tools  of  the  trades  and  occupations  of  men,  arrange  a 
systematic  course  of  instruction  in  the  same,  and  then  incorporate  it 
into  our  system  of  education.  Thus,  without  teaching  any  one  trade 
we  teach  the  essential  mechanical  principles  of  all." 

The  course  of  study  pursued  in  any  of  the  schools  described  in  the 
appendix,  will  sufficiently  exhibit  the  manner  of  combining  these 
branches  of  instruction  and  exercises,  and  need  not  be  quoted  here. 
It  may  be  said  in  general,  that  the  special  manual  training  schools  aim 
to  give  the  full  equivalent  of  an  ordinary  high  school  education,  with 
the  additional  of  a  continuous  course  in  drawing  and  shop  work 
through  the  entire  three  years ;  but  it  should  be  especially  observed 
that  all  such  schools  resolutely  disclaim  a  purpose  to  teach  trades,  but 
insist,  rather,  upon  teaching  the  principles  and  processes  underlying 
all  trades.  While  the  shop  exercises  are  found  to  have  a  highly  bene- 
ficial influence  physically,  their  main  purpose  and  their  main  result 
is  intellectual ;  while  they  give  the  boy  or  girl  knowledge  and  skill  in 


INDUSTRIAL  EDUCATION  COMMISSION.  11 

the  use  of  the  hand,  they  give  greater  facility  and  skill  in  the  use  of 
the  thinking;  faculty.  This  result  is  greatly  aided  by  fhe  introduction 
of  drawing  and  design  into  all  manual  training  courses.  Besides  form- 
ing a  most  important  connecting  link  between  the  school  and  practi- 
cal industries,  drawing  has  an  educational  value  which  is  universal  in  its 
character.  It  develops  closeness  of  observation,  accuracy  of  per- 
ception, vividness  of  imagination,  quickness  of  eye,  facility  of  hand, 
care  and  judgment  in  expression.  It  cultivates  a  knowledge  of  rela- 
tions, of  fittingness  and.  adaptation,  all  useful  in  the  general  duties  of 
life,  and  which  render  their  possessor  either  better  producers  or  better 
able  to  appreciate  the  products  of  labor  into  which  the  element  of  de- 
sign enters.  There  are  few  States  in  the  Union  in  which  the  subject 
of  industrial  drawing  is  so  important  as  in  Pennsylvania. 

Nearly  all  eminent  thinkers  are  agreed,  in  the  theory  at  least,  that  ed- 
ucation should  proceed  from  the  simple  to  the  complex;  from  the  con- 
crete to  the  abstract;  from  things  to  the  representatives,  or  ideas  of 
things.  As  Rousseau  says,  "  The  child  should  first  learn  the  things 
nearest  to  him,  then  those  that  are  farther  and  farther  oil."  There 
would  seem  to  be  no  room  to  doubt  that  a  systematic  course  of  edu- 
cation, conducted  upon  this  principle,  would  result  in  a  symmetrical 
and  well-compacted  development  of  the  child's  mental  and  physical 
being,  which  would  tit  him  for  the  duties  of  practical  life  far  more  ef- 
fectively than  any  one-sided  training,  however  excellent,  could  possibly 
do.  By  dealing  with  the  facts,  the  forces,  the  laws  and  the  materials  of 
the  world  about  him,  the  pupil  soon  learns  that  he  can  become  their 
master  only  by  studying  their  nature  and  obeying  their  laws.  He 
thus  acquires  an  intellect ual  habit  of  docility,  of  teachableness,  of 
patience  and  of  attention  to  detail  which  is  of  incalculable  advantage 
to  him  as  a  learner,  and  which  falls  directly  in  line  with  his  growing 
experience  of  the  discipline  of  actual  life.  He  becomes  a  learner  that 
he  may  rule,  and  he  thus  comes  in  his  early  years  to  look  upon  the  fixed 
facts  of  existence  from  the  point  of  view  from  which  real  life  will  pre- 
sent itself  to  him  a  little  later.  He  learns  to  deal  with  real  problems 
in  the  precise  manner  in  which  he  must  deal  with  similar  problems 
on  a  larger  scale  when  he  comes  presently  to  meet  the  experiences  of 
responsible  life.  He  learns  the  only  way  of  making  life  successful. 
It  is  upon  this  ground  that  the  advocates  of  manual  training  base 
their  claims. 

Another  consideration  of  the  very  highest  importance  has  been 
already  alluded  to.  The  period  of  school-life  is  for  most  children  the 
formative  period.  Their  tastes,  their  aptitudes,  their  tendencies  then 
take  shape  and  determine  very  largely  the  direction  of  their  future 
career.  If,  during  this  critical  period,  they  learn  to  look  upon  labor 
not  only  as  honorable,  but  as  the  natural  concern  of  men;  if, beyond 
that,  their  labor  is,  at  every  step,  connected  with  a  knowledge  of  the 
principles  underlying  it,  so  that  manual  employment  goes  hand  in 


12  REPORT  OF  THE 

hand  with  intelligence,  the  effect  upon  the  child's  mental  altitude  in 
his  outlook  towards  life  cannot  iail  to  be  decisive.  As  Dr.  W.  T.  Bar- 
nard says  [Report,  p.  76]: 

"By  giving  more  attention  to  scientific  instruction,  and  to  the  training  of  the  hand 
and  eye,  our  public  schools  would  not  only  do  much  towards  meeting  the  present 
requirements  of  industry,  but  the  reaction  upon  the  schools  themselves  would  be 
highly  beneficial,  and  intellectual  training  would  assume  a  high  value  in  all  grades 
of  society.  Teach  the  boys  in  our  public  schools  that  to  be  a  carpenter,  a  machinist, 
or  a  molder,  is  just  as  honorable,  requires  no  less  skill, 'and  may  be  more  profitable, 
than  to  be  a  clerk,  or  a  doctor,  or  a  lawyer,  and  there  will  be  hundreds  of  qualified 
applicants  for  apprenticeship  in  our  best  shops,  and  soon  educated  labor  will  take 
the  place  of  uneducated  labor,  and  intelligent  mechanics  will  displace  those  who  re- 
fuse to  learn  more  than  they  already  know.  But  as  matters  now  stand,  with  scarcely 
any  facilities  in  our  school  system  for  even  the  most  elementary  technical  training, 
few  boys  who  leave  the  higher  grades  of  our  schools  have  any  disposition  to  enter  a 
workshop  as  apprentices  ;  not  because  they  have  no  mechanical  genius  or  capacity 
for  artisan  ship  (for  oftentimes  their  bent  of  mind  is  more  in  the  direction  of  such 
pursuits  than  otherwise),  but  because  their  education  has  been  such  as  to  prejudice 
them  against  pursuits  requiring  manual  labor,  and  to  predispose  them  towards 
some  other  sphere  of  activity  which  they  look  upon  as  more  dignified,  and  as  giving 
them  a  higher  social  standing." 

The  same  view  is  expressed  in  the  following  brief  pargraphs  from 
the  report  made  by  Messrs.  Sluys  and  Van  Kalken  to  the  Belgian 
Minister  of  Public  Instruction  : 

"  We  insist  upon  the  importance  of  this  principle  because  in  many  civilized  coun- 
tries many  children  of  workmen  and  of  peasants  show  a  strong  tendency  to  despise 
manual  labor,  aspire  to  abandon  the  condition  of  their  parents,  and  to  embrace  occu- 
pations which  they  consider  far  superior,  such  as  those  of  employe's  in  commercial 
houses  or  in  public  offices. 

"  By  organizing  a  serious  teaching  of  manual  work  in  the  school  of  the  people,  and 
by  excluding  severely  from  the  series  of  occupations  those  which  have  no  other  aim 
than  the  gratification  of  taste  or  luxury,  these  children  will  be  inspired  with  a 
respect  and  taste  for  the  useful  occupations  which  their  parents  followed. 

"We  think  that  the  principle  above  expressed  should  be  applied  even  in  schools 
attended  by  children  of  well-to-do  families.  They  have  only  too  much  occasion,  in 
the  condition  in  which  they  live,  to  employ  themselves  with  trifling  things,  and  to 
attach  to  them  an  importance  which  they  do  not  rightfully  merit.  By  requiring 
them  to  perform  labois  really  useful,  we  should  counteract,  to  some  extent,  the  false 
effects  of  a  domestic  education  often  badly  directed." 

We  are  far  from  endorsing  the  possible  suggestion  in  the  above  ex- 
tract that  a  child  should  necessarily  follow  a  given  occupation  merely 
because  his  parents  have  done  so  ;  but,  if  it  is  not  a  dishonorable  one, 
respect  for  them  forbids  that  he  should  be  deliberately  taught  to  look 
upon  it  with  contempt  or  dislike.  He  should  be  so  taught  in  the  school 
that  he  will  not  despise  labor,  however  humble,  but  will  merely  be 
helped  in  his  choice  of  the  kind  of  labor  for  which  he  is  best  fitted. 
This  being  done,  we  may  safely  trust  to  the  influence  of  su-rrou ridings 
and  of  natural  aptitudes  to  determine  his  career  in  the  direction  most 
conducive  to  his  own  welfare  and  that  of  society. 

Not  less  important  than  the  influence  of  manual  training  and  indus- 
trial education  upon  the  child  himself,  is  its  bearing  upon  the  progress 
of  industry.  We  cannot  do  better  upon  this  point  than  to  quote  the 
following  additional  paragraphs  from  Dr.  Barnard's  report  [p.  15]: 


INDUSTRIAL  EDUCATION  COMMISSION.  13 

"In  short,  it  is  the  testimony  of  all  who  have  studied  the  subject,  that  technical 
schools,  when  rightly  directed,  gives  wonderful  impulses  to  industrial  pursuits  by 
promoting  scientific  investigation  and  methods.  Although,  at  first,  this  influence 
affects  only  those  who  attend  the  classes,  it  soon  makes  itself  felt  throughout  the 
entire  body  of  workmen  of  the  community  to  which  the  school  belongs,  and  the  in- 
creased interest  in  scientific  subjects  on  the  part  of  employe"  3,  thus  developed,  in 
turn  reacts  to  the  pecuniary  advantage  of  their  employers  ;  because  mechanics  who 
have  been  trained  in  the  scientific  principles  that  underlie  their  handicrafts  are 
thereby  enabled  to  understand  the  technical  publications  affecting  their  trades,  and 
to  utilize  new  inventions  and  improved  methods  of  work  ;  while  men  uneducated 
in  the  rudiments  of  science  ignore  such  sources  of  knowledge,  and,  quite  naturally, 
oppose  all  improvements  as  innovations  calculated  to  work  injury  to  the  laboring 
classes.  Cultivate  a  laboring  man's  intelligence  to  a  point  where  it  recognizes  im- 
provements and  comprehends  their  nature  ;  his  opposition  ceases,  and  he  will  him- 
self likely  invent  improved  processes,  which  will  inure  to  his  employer's  benefit. 
*  «•  *  *  #•  *  *  *  »  #  *  •*  -x 

"Technical  education  has  been  the  means  of  attracting  capital  not  only  to  specific 
localities,  but  to  countries.  Indisputable  evidence  of  this  is  found  in  Switzerland, 
and  notably  in  Zurich,  the  manufacturing  town  above  cited.  For  years  a  technical 
school  has  been  conducted  in  this  town  at  government  expense,  and  when  recently 
the  Federal  (Council  was  disposed  to  lessen  the  usual  grant  for  its  support,  the  manu- 
facturers showed,  by  undeniable  evidence,  that  this  single  institution  had  in  a  few 
years  been  the  means  of  bringing  capital  to  the  country  to  the  extent  of  millions  of 
pounds  sterling." 

Judge  MacArthur,  in  his  valuable  book  on  "  Education  in  its  Rela- 
tion to  Industry,"  strongly  supports  this  view : 

"To  compete  successfully  with  foreign  work,  we  must  have  a  class  of  artisrans  as 
highly  cultivated  in  workmanship  as  those  we  import  from  over  the  sea,  and  this 
skill  can  be  acquired  only  by  practice  in  their  respective  handicrafts.  It  is  true  that 
with  us  applied  science  and  mechanical  powers  have  superseded,  in  a  great  measure, 
the  burden  of  heavy  labor  ;  but  the  quick  eye,  the  expert  hand  and  the  acute  taste 
can  never  be  dispensed  with  in  the  manual  processes  of  the  arts  and  manufactures. 
To  meet  this  imperative  demand  for  first-class  workmen,  without  submitting  to  the 
exactions  and  competition  of  foreign  work,  we  must  educate  the  constructive  ability 
of  our  youth  during  the  period  of  life  which  is  now  devoted  to  study  alone.  We 
have  developed,  in  a  high  degree,  the  art  of  manufacture,  but  we  are  nearly  without 
any  American  artisans  in  the  trades  connected  with  design,  and  are  consequently 
deprived  of  the  acknowledged  sharpness  and  ingenuity  of  our  countrymen  in  help- 
ing on  American  industries.  This  wide  and  remunerative  field  of  labor  is  left  to  be 
occupied  by  partly  educated  and  skilled  foreigners.  We  have  excellent  schools  for 
all  sorts  of  instruction  in  the  essentials  of  mathematics,  history,  literature  and  phil- 
osophy, but  we  fit  nobody  with  either  skill  or  knowledge  in  any  particular  habit  of 
industry. 

"The  period  seems  to  have  arrived  when  institutions  of  industrial  science  and 
education  can  no  longer  be  postponed  in  our  country,  and  when  they  must  be  tried  on 
as  extensive  a  scale  as  those  witnessed  abroad.  There  seems  no  reason  why  the  edu- 
cational system  should  not  be  adapted  to  the  tradesmen,  the  artisan  and  the  manu. 
lacturer,  as  well  as  to  the  more  pedantic  professions,  in  which  men  are  so  thoroughly 
trained.  The  reform  of  our  taste  has  commenced  by  the  purifying  influence  which 
proceeds  from,  and  which  will  gradual' y  make  its  way  through,  the  community 
from  the  universal  teaching  of  drawing.  An  appeal  must  now  be  made  in  behalf  of 
teaching  the  processes  of  production,  as  well  as  the  principles  which  shall  guide  the 
work.  The  use  of  tools  and  machinery  does  not  come  by  intuition,  and  industrial 
knowledge  ought  to  include  instruction  in  their  use." 

It  is  true  that  many  employers  still  prefer  workmen  who  have  been 
trained  as  apprentices  from  their  earliest  years ;  but  it  is  also  true 
that  the  system  of  trade  apprenticeship  is  practically  obsolete  through- 


14  REPORT  OF  THE 

out  the  civilized  world.  Every  highly  organized  industrial  nation  has 
come  to  recognize  the  fact  that  in  can  excel  in  the  sharp  race  of  mod- 
ern competition,  only  by  maintaining  superior  skill,  economy  and 
efficiency  in  its  productive  processes;  and  the  conclusion  is  last  gain- 
ing acceptance  that  this  result  can  only  be  secured  by  the  better 
training  of  its  workmen  and  the  closer  application  of  scientific  prin- 
ciples and  methods.  The  margin  of  profit  in  all  established  lines  of 
industry  is  so  small,  that  the  producer  who  wishes  to  attract  and  hold 
the  market,  must  do  it  either  by  underselling  his  competitors  with 
the  same  article,  through  superior  cheapness  of  production,  or  by  in- 
troducing into  his  product  some  element  of  form  or  substance  which 
others  do  not  possess.  This  consideration  is  so  obvious  as  not  to  re- 
quire extended  argument;  but  abundant  testimony  relating  to  it  will 
be  found  in  the  appendix,  in  the  extracts  from  the  reports  of  the 
British  commission. 

One  of  the  most  striking  facts  in  the  present  industrial  condition  of 
nearly  every  European  country,  as  well  as  the  United  States  and 
several  countries  in  South  America,  is  the  extensive  employment  of 
Germans  in  all  positions  requiring  scientific  and  technical  knowledge. 
It  is.  in  a  scientific  and  industrial  sense,  a  veritable  u  Teutonic  inva- 
sion,1' and  it  is  the  direct  result  of  the  long-continued,  intelligent 
and  unremitting  efforts  of  the  German  governments  to  provide  for 
their  people  the  best  possible  technical  instruction.  But  their  gen- 
eral school  system  is  still  defective  on  the  practical  tide.  The  English^ 
the  French  and  the  people  of  the  United  States  excel  the  Germans  in 
mental  aptitude  and  in  adaptability  to  the  varying  requirements  of 
circumstances.  The  educated  German  works  on  well  considered  and 
secure  lines;  but  he  works  by  routine.  The  Frenchman,  the  English- 
man and  the  American  follow  a  less  rigorous  method,  but  work  with 
more  facility,  and  adopt  changes  more  easily.  An  interesting  state- 
ment on  this  point  is  given  in  a  private  letter  to  a  member  of  the 
Commission,  from  a  gentlemen  who  has  resided  several  years  in 
Europe,  and  has  been  a  close  observer  of  social  and  economic  move- 
ments : 

"BONN,  November  I8t  1888. 

11  Yesterday  I  went  with  one  of  the  professors  of  national  economy,  with  six  or 
eight  of  his  students,  to  visit  a  large  establishment  for  the  manufacture  of  pottery, 
employing  7CO  hands,  and  sending  its  wares  in  large  quantities  to  both  England  and 
the  United  States.  Its  clays  are  brought  from  England  and  a  large  part  of  its  wares 
are  sent  back  to  England — a  nut  for  English  free  trade  to  crack  by  and  by.  The 
foreman  or  superintendent,  who  was  sent  by  the  proprietor  to  accompany  our  party, 
is  an  Englishman,  and  he  surprised  me  with  the  statement  that  the  British  technical 
education  is  better  than  the  German,  and  that  the  German  potteries  and  porcelain 
manufacturers  send  to  England  for  superintendents.  I  told  him  of  the  different 
opinion  prevailing  in  London  last  winter.  He  replied  he  knew  the  British  opinion, 
but  said  it  is  a  mistake.  The  German  polytechnic  schools  teach  science,  and  their 
men  excel  tne  English  in  science,  but  they  get  no  practice,  and  when  they  finish 
their  studies  at  19  or  20  years  of  age  they  will  not  work,  and  are  too  old  to  begin  at 
the  bottom  and  learn  the  practice  thoroughly.  The  English  student  is  a  workman 


iNDUbTRLAL    EDUCATION    COMMISSION.  15 

who  labors  through  the  day  and  goes  to  the  night  classes  of  South  Kensington  or  the 
City  of  London  College  or  elsewhere,  and  masters  the  science  at  the  same  time  he  is 
learning  the  art.  So  when  a  practical  superintendent  is  wanted  the  Englishman  is 
sent  for.  Such  he  said  was  his  own  history.  Whether  it  is  true  in  other  than  pot- 
tery manufactures  he  did  not  say.  The  thing  is  worth  considering.  Per  contra,  the 
proprietor  told  us  that  the  training  of  the  boys  and  girls  in  drawing,  etc.,  in  the 
Volkes-schule  here  gave  him  much  cheaper  decorators,  of  whom  he  employs 200,  than 
the  English  get.  Most  of  the  English  decorators  and  porcelain  painters  are  artists 
requiring  high  wages  ;  in  this  establishment  we  saw  many  boys  and  girls  of  14  and 
15  at  work  painting  or  filling  out  with  colors  the  printed  designs.  So  Germany  is 
still  ahead  in  cheapness  and  undersells  England  in  the  English  markets." 

No  one  will  question  that  American  youth  should  receive  in  the 
public  schools  the  best  preparation  for  life  which  the  state  of  knowl- 
edge allows.  The  unprecedented  growth  of  our  population  ;  its  rapid 
concentration  in  towns  and  cities ;  the  profound  changes  in  our  social 
and  industrial  condition  which  are  going  on,  and  the  enormously  in- 
creased facilities  for  intercourse  with  other  nations  have  laid  upon 
the  present  generation — will  lay  upon  each  succeeding  generation — 
burdens  and  responsibilities  which  were  undreamed  of  fifty  years  ago. 
We  are  participants  in  a  world-wide  competition,  and  if  our  youth  are 
to  fill  the  measure  of  their  duty  and  of  their  privilege,  they  must  be 
equipped  with  every  resource  which  education  can  supply.  We  may 
quote,  without  necessarily  approving  every  expression,  the  following 
paragraph  irom  a  speech  delivered  in  the  United  States  House  of  Kep- 
resentatives,  by  the  Hon.  D.  J.  Morrell,  of  this  State  ! 

uThe  American  workingman  must  live  in  a  house,  not  a  hut;  he 
must  wear  decent  clothes  and  eat  wholesome  and  nourishing  food. 
He  is  an  integral  part  of  the  municipality,  the  State  and  the  nation ; 
subject  to  no  fetters  of  class  or  caste ;  neither  pauper  nor  peasant,  nor 
serf,  but  a  free  American  citizen.  He  has  the  ballot,  and  if  it  were 
possible,  it  would  be  dangerous  to  degrade  him.  The  country  stands 
pledged  to  give  him  education,  political  power  and  a  higher  form 
of  life  than  foreign  nations  accord  to  their  laborers,  and  he  must  be 
sustained  by  higher  rates  of  wages  than  those  of  Europe.  Our  indus- 
tries operated  by  American  citizens,  must  be  freed  from  foreign  inter- 
ference and  organize  into  a  distinct  American  system,  which  will 
exact  some  temporary  sacrifices,  but  result  in  general  prosperity  and 
true  national  independence.  In  maintaining  diversified  industries 
we  utilize  every  talent,  provide  a  field  for  every  capacity,  and  bind 
together  the  whole  people  in  mutual  dependence  and  support,  assur- 
ing the  strength  and  security  of  our  republic." 

Mr.  Mather,  of  Manchester,  who  has  been  already  quoted,  makes  the 
following  pertinent  suggestions  bearing  upon  this  point : 

"As  you  know,  your  country  does  possess  already  a  considerable  number  of  very 
remarkable  technical  schools,  which  certainly  are  not  surpassed  by  any  school  in 
Europe.  They  are  schools,  however,  that  are  no.t  available  for  the  working  classes, 
as  those  of  Germany,  France  and  Switzerland,  and  what  little  we  have  done  in  Eng- 
land. They  belong  to  a  higher  rank  in  society,  and  therefore  you  have  not  felt  them 
in  your  ordinary  life.  But  for  the  training  of  skilful  managers,  foremen,  and  even 


16  REPORT  OF  THE 

proprietors  of  large  industries,  about  a  dozen  of  the  schools  and  colleges  of  this 
country  are  not  surpassed  by  anything  in  Europe. 

******  *  **  **** 

"  You  seem  to  have  a  wide-spread— almost  universal— opportunity  for  all  the  peo- 
ple here  to  get  a  technical  and  scientific  education.  All  that  you  want  is  a  shuffling 
of  the  cards  to  alter  the  curricula  of  the  various  institutions.  There  is  more  spent  in 
this  country  for  education  than  in  any  other  country  in  the  world— both  I  think  by 
private  beneficent  individuals  who  have  left  money  for  certain  colleges  and  univer- 
sities, and,  of  course,  by  the  generosity  of  your  towns  and  cities  in  the  public  school 
system— that  is  a  fact  of  world-wide  notoriety.  I  do  not  think  the  working  classes 
here  have  anything  at  all  to  complain  of  in  regard  to  education,  except  that  it  does 
not  have  a  strong  enough  and  close  enough  relation  to  the  industries  which  the 
working  classes  pursue." 

The  only  real  question  is,  whether  manual  training  as  introduced 
in  so  many  places,  is  a  sure  means  of  obtaining  the  desired  result. 
On  this  point  opinions  will  naturally  differ;  but  we  are  compelled  to 
say  that,  having  approached  the  consideration  of  the  subject  with  the 
single  purpose  of  ascertaining  and  stating"  the  truth,  the  whole  truth, 
and  nothing  but  the  truth,"  the  facts  of  experience  and  the  testimony 
of  thoughtful  observers  which  have  come  under  our  notice  point  with 
almost  absolute  unanimity  in  one  direction.  We  are  persuaded  that 
manual  training  in  the  public  schools  supplies  a  deeply  felt  need; 
that  its  processes  have  become  well  enough  established  to  enable  any 
community  to  enter  upon  it  intelligently  and  successfully ;  that  it 
involves  no  great  expense  or  difficulty ;  that  it  should  be  introduced 
as  rapidly  as  possible  into  every  grade,  beginning  with  kindergarten 
work;  and  that  it  promises  the  richest  results  to  the  great  body  of  our 
people,  physically,  intellectually  and  morally. 

It  will  not  diminish  the  vigor  and  efficiency  of  our  public  schools  as 
they  now  exist,  but  will  increase  both  ;  it  will  not  divert  our  children 
away  from  industrial  pursuits,  but  direct  them  towards  them;  it  will 
not  result  in  the  teaching  of  trades  by  the  public  schools,  but  will  train 
the  body  of  youth  intellectually  prepared  to  enter  upon  all  trades; 
it  will  not  interfere  with  the  highest  intellectual  training  of  those  who 
are  designed  for  professional  pursuits,  but  will  give  a  body  of  common 
knowledge  and  common  skill  which  will  be  of  incalculable  value  to 
the  students  of  all  professions ;  it  will  not  lower  the  standard  of  in- 
struction, but  will  elevate  it ;  and,  apart  from  its  influence  on  the 
schools,  it  will  help  to  give  dignity  and  efficiency  to  every  form  of 
useful  labor.  We  cannot  better  conclude  our  observations  upon  this 
point  than  by  the  following  quotation  from  a  valuable  report  upon 
this  subject  issued  by  Commissioner  Eaton, lately  of  the  United  States 
Bureau  of  Education : 

"The  manufacturer  is  aided  by  industrial  education  through  the  improvement  of 
his  products.  His  success  depends  upon  the  demand  for  his  goods  at  reasonable 
prices.  This  demand  is  regulated  by  the  needs  of  customers.  They  ask  for  dura- 
bility of  material,  attractiveness  of  design  and  excellence  of  workmanship  in  what- 
ever they  purchase  for  permanent  use.  Manufacturers'  business  improves  as  they 
become  possessed  of  these  and  similar  qualities,  which  can  be  economically  secured 
only  by  the  application  of  technical  knowledge.  Durability  arises  from  excellence 


. 

INDUSTRIAL  EDUCATION  COMMISSION.  17 


of  raw  material,  and  is  retained  by  the  selection  of  the  right  processes  by  which  to 
convert  it  into  the  state  in  which  it  finally  appears.  The  quality  of  raw  material  is 
not  un  frequently  to  be  determined  by  chemical  tests,  and  many  of  the  processes  of 
its  manufacture  are  regulated  by  chemical  principles.  The  science  which  guides  in 
the  determination  of  these  processes  must  be  the  one  which  will  lead  to  their  im- 
provement and  perfection.  Hence  courses  in  chemistry  are  established  in  our  poly- 
technic schools,  as  well  as  in  colleges  of  agriculture  (to  which  science  chemistry 
makes  liberal  contribution),  and  in  schools  of  ruining  and  metallurgy.  For  a  simi- 
lar purpose  engineers  are  taught  to  determine  the  strength  of  materials  used  in 
building  railroads  and  bridges,  houses  and  machines.  Investigations  in  the  domain 
of  physics  and  chemistry  have  frequently  taught  the  skilful  application  of  new  and 
serviceable  agents  to  the  production  of  labor.  Men  thus  taught  have  laid  out.  our 
railways,  opened  our  mines,  started  and  improved  our  manufactories  and  built  our 
houses.  They  have  aided  in  increasing  our  industries  35  per  cent,  in  the  last  decade 
and  in  compelling  an  English  confession  that  *  the  United  States  will  probably  pass 
us  in  the  ensuing  decade'  in  the  value  of  her  industries. 

"The  elevation  of  the  working  classes  is  an  inevitable  result  of  educating  them  in 
industries.  The  direct  effect  upon  the  intellect  is  great  and  beneficial.  The  imme- 
diate moral  influence  is  of  the  best.  A  manly  feeling  is  awakened  and  kept  alive  by 
the  consciousness  of  power  and  skill  to  do.  An  incentive  to  frugality  and  enterprise 
is  set  forth.  It  has  been  laid  down  as  a  rule  by  Prof.  Edward  Atkinson  that— 

"  'Other  things  being  equal,  high  wages,  coupled  with  low  cost,  are  the  necessary 
result  of  the  most  intelligent  application  of  machinery  by  the  arts,  provided  the  edu- 
cation of  the  operative  keeps  pace  with  the  improvement  of  the  machinery.' 

"  Industrial  education  dignifies  labor  as  well  as  opens  doors  to  its  skilful  and  remu- 
nerative performance.  If  labor  has  a  noble  end  and  purpose,  if  it  employs  intellect, 
if  it  abundantly  rewards  its  servants,  then  it  is  worthy  to  be  crowned." 

Success  of  the  System. 

We  have  already  said,  but  we  beg;  leave  to  repeat,  that  the  views 
here  presented  by  the  Commission  are  such  —  and  such  only  —  as  have 
been  sustained  by  ample  experience.  Wherever  an  attempt  has  been 
made  to  introduce  manual  training  into  the  public  schools  —  whether 
in  a  special  school,  as  in  Philadelphia,  or  in  the  general  system  as  in 
New  York,  New  Haven  and  many  other  places,  —  whether  it  has  been 
supported  by  appropriations  from  the  municipal  treasury,  or  by  pri- 
vate contributions  of  public-spirited  citizens,  the  result  has  been  the 
same  :  teachers,  pupils  and  parents  vie  with  each  other  in  their  testi- 
mony to  its  healthful  and  beneficial  influence.  We  believe  that  no 
instance  can  be  found  where  the  work,  having  once  been  begun  by 
the  proper  authorities,  has  been  allowed  to  stop  or  to  diminish  ;  but, 
on  the  contrary,  in  nearly  if  not  quite  every  case  where  even  a  small 
and  tentative  beginning  has  been  made,  with  the  least  possible  expen- 
diture of  money,  the  work  has  been  increased  with  the  growing  ap- 
proval and  confidence  of  the  entire  community.  Perhaps  the  most 
striking  instance  of  the  rapid  extension  of  the  system  in  the  face  of 
doubt  and  hesitancy  at  the  beginning,  but  in  obedience  to  the  growing 
demands  of  public  sentiment,  is  that  of  New  York  city.  In  accord- 
ance with  the  recommendations  of  a  committee,  the  Board  of  Edu- 
cation provided  for  the  beginning  of  such  training  in  a  few  of  the 
grammar  and  primary  schools  of  the  city,  in  February,  1888.  The 
2  ED.  COM. 


18  REPORT  OF  THE 

interest  of  the  pupils  and  of  parents  in  the  work  increased  so  rapidly 
that  it  was  extended,  on  the  application  of  the  local  school  trustees, 
into  a  large  additional  number  of  schools,  until,  in  November  of  the 
same  year,  nearly  ten  thousand  children  were  receiving  that  form  of 
instruction. 

Manual  Training  in  Rural  Schools. 

Thus  far  manual  training  has  been  introduced  only  in  certain  local- 
ities. No  State  has  adopted  a  general  system,  applicable  to  all  alike, 
and  it  is  obvious  that  the  difficulties  in  the  way  of  such  a  measure  are 
very  serious.  The  requirements  of  town  schools  and  city  schools  do 
not  greatly  differ ;  but  between  these  and  the  rural  school  the  dis- 
tance is  very  great.  It  is  sometimes  said  that  the  boys  and  girls  in  the 
country  schools  have  less  need  of  this  kind  of  instruction  than  those 
of  town  or  city  schools,  for  the  reason  that  their  daily  employments 
about  the  farm  or  in  the  household  give  them  a  readiness  in  perform- 
ing common  tasks  which  the  less  favored  city  boy  seldom  acquires : 
but  while  there  is  truth  in  this  observation,  it  is  also  true  that  the 
range  of  such  employments  is  comparatively  limited,  and  that  they 
are  not  generally  so  conducted  as  to  cultivate  habits  of  precision  and 
carefulness  in  the  performance  of  them.  Systematic  manual  training 
would  give  to  such  boys  and  girls  a  variety  of  exercises  and  of  skills, 
which  only  the  favored  few  can  otherwise  acquire.  We  believe  that 
the  natural  aptitude  for  such  exercises,  fostered  as  it  is  by  their  cir- 
cumstances, would  produce  even  better  practical  results  there  than  in 
schools  of  the  other  kind.  The  case  of  Sweden  furnishes  most  inter- 
esting evidence  of  the  ease  and  success  with  which  such  a  system  can 
be  introduced  into  rural  schools  when  it  is  once  undertaken,  and  the 
manifold  advantages  resulting  from  it.  But  whatever  may  be  the  fact 
upon  this  point,  it  requires  but  a  moment's  reflection  to  see  that  the 
most  serious  obstacle  to  the  introduction  of  such  a  system  throughout 
the  entire  system  of  schools,  is,  at  present,  the  lack  of  a  sufficient 
number  of  properly  trained  teachers.  The  teacher  who  has  been  pre- 
pared to  give  instruction  in  intellectual  studies  only,  is  obviously  un- 
able to  give  instruction  in  the  principles  and  processes  of  manual  ex- 
ercises of  which  he  or  she  has  no  knowledge.  On  the  other  hand  the 
most  skilful  workman,  unless  he  has  been  specially  trained  for  the 
purpose,  is  likely  to  lack  in  the  teaching  capacity,  and  for  this  reason 
is  unprepared  to  follow  the  systematic  and  progressive  course  of  train- 
ing upon  which  the  educational  value  of  the  exercises  depends. 

The  Need  of  Teachers. 

The  Commission  has  no  doubt  therefore,  that  while  it  is  entirely 
feasible  to  introduce  manual  training  into  the  schools  of  our  more  fav- 
orable localities  at  once,  it  cannot  be  generally  done,  except  under 
special  circumstances,  until  the  body  of  common  school  teachers  in  the 


INDUSTRIAL  EDUCATION  COMMISSION.  19 

State  have  received  a  special  training  for  that  purpose.  For  this  rea- 
son we  attach  the  very  highest  importance  to  the  normal  schools  of 
this  State  with  reference  to  this  work.  The  experience  of  Sweden 
and  of  France  show  conclusively  that  a  body  of  teachers  can  be  very 
rapidly  formed.  Manual  training  is  now  given  in  nearly  eight  hun- 
dred schools  in  Sweden,  and  more  than  one  hundred  schools  in  the 
city  of  Paris  alone  have  work  shops  attached.  Normal  schools  and 
special  courses  have  been  established  for  the  purpose  of  training 
teachers  in  the  work.  In  Sweden  it  is  found  that  an  ordinary  teacher, 
by  spending  six  weeks  in  one  year  and  five  weeks  in  the  following 
year  in  a  special  course  of  manual  training,  can  acquire  all  that  is 
necessary  for  teaching  its  elements  successfully. 

The  Normal  Schools. 

The  normal  schools  of  this  State  are,  under  the  provisions  of  the 
laws  regulating  and  controlling  them,  an  essential  part  of  the  public 
school  system.  The  primary  object  of  their  organization  was  to  fur- 
nish professionally  qualified  teachers  for  the  public  schools  through- 
out the  State.  They  are  to  be  responsive  to  the  necessities  of  the  pub- 
lic schools,  and  as  far  as  possible  these  necessities  should  be  anticipated. 
A  fair  and  liberal  interpretation  of  the  laws  regulating  the  system  of 
normal  schools  in  the  State,  clearly  authorizes  and  requires  them  to 
enter  upon  the  work  of  preparing  teachers  for  manual  training  in  the 
public  schools,  whenever  they  shall  become  a  part  of  the  curriculum. 
To  render  these  laws  effective  in  the  hands  of  those  charged  with  the 
conduct  of  the  schools  requires  only  a  moderate  additional  expenditure 
which  it  is  hoped  the  Commonwealth  will  now  provide  for.  We  be- 
lieve it  would  be  easy  and  highly  desirable  to  introduce  this  branch 
of  preparation  into  every  normal  school  of  the  State  within  the 
coming  year,  and  that  the  beginning  thus  made  in  the  preparation 
of  a  teaching  body,  would  result  in  the  very  rapid  diffusion  of  the 
system  throughout  the  State. 

Manual  Training  in  Reformatories. 

There  is  another  bearing  of  the  system  of  manual  training  as  a  part 
of  education,  which  seems  to  the  Commission  worthy  of  the  most  seri- 
ous consideration,  namely,  its  relation  to  our  reformatory  institutions 
for  youth  of  both  sexes. 

The  rapid  increase  of  juvenile  vice  and  crime  in  recent  years  has 
been  very  generally  noticed  and  deplored.  This  evil,  with  its  at- 
tendant evil,  pauperism,  is  chiefly  confined  to  our  cities  and  larger 
towns.  Here  great  numbers  of  children,  especially  those  of  poor 
families,  are  growing  up  in  idleness  and  in  ignorance  of  all  manual 
occupations.  They  leave  school  at  an  early  age,  and  complete  their 
education  on  the  street.  There  is  nothing  for  them  to  do,  and  hence 
they  do  nothing.  Criminal  statistics  show  what  the  result  is.  Said  a 


20  REPORT  OF  THE 

New  York  supreme  judge  not  long  since  :  "  There  is  a  large  class — I 
was  about  to  say  a  majority — of  the  populacion  of  New  York  city  and 
Brooklyn,  who  just  live,  and  with  whom  the  rearing  of  two  more 
children  means  inevitably  a  boy  for  the  penitentiary  and  a  girl  for  the 
brothel.'7  These  children  are  brought  up  in  an  atmosphere  of  vice 
and  immorality,  take  up  with  crime  at  an  early  age.  and  so  become 
the  enemies  of  society  and  an  expense  to  the  State.  The  amount  of 
pernicious  literature  devoured  by  them,  is  conclusive  proof  that  illit- 
eracy can  no  longer  be  blamed  for  juvenile  delinquencies. 

When  it  is  remembered  that  at  this  time  two-fifths  of  the  popula- 
tion of  the  State  reside  in  towns,  the  importance  of  this  subject  will 
be  appreciated.  In  the  opinion  of  the  Commission,  it  is  high  time  for 
the  State  to  exert  itself  to  find  a  check  for  this  condition  of  things. 
To  us  there  appears  two  remedies  at  hand :  The  first  is  manual  training 
for  the  public  schools;  the  second  State  Handicraft  schools  for  all 
pauper,  vagrant  and  homeless  children.  What  such  schools  should 
be  is  well  described  in  the  reports  of  the  inspectors  of  the  Eastern 
Penitentiary,  extracts  from  which  accompany  this  report.  They 
should  be  out  in  the  open  country,  where  each  school  should  have  at- 
tached to  it  a  suitable  amount  of  farm  land.  The  buildings  should  be 
comfortable  and  commodious,  properly  fitted  up  and  equipped  for 
teaching  useful  handiwork,  in  addition  to  the  branches  of  an  ordinary 
English  education.  During  the  seasons  of  planting  and  harvesting, 
the  boys  should  be  engaged  in  the  fields  practically  learning  the  art 
of  tilling  the  soil  While  it  is  not  to  be  expected  that  these  schools 
would  be  self-supporting,  the  expense  to  the  Commonwealth  if  they 
were  prudently  managed,  would  not  be  large,  after  the  first  outlay  for 
grounds  and  buildings.  It  should  be  distinctly  understood,  also,  that 
they  should  be  in  no  sense  penal  institutions;  not  even  reformatories, 
but  homes  for  the  homeless,  friendless  and  neglected;  and  the  in- 
mates should  have  the  benefit,  as  far  as  judicious  expenditure,  watch- 
ful oversight,  and  unrelaxing  effort  could  secure  it,  of  the  same  edu- 
cational course  of  manual  training  in  connection  with  the  common 
English  studies  as  we  advocate  for  the  public  schools. 

This  State  has  now  two  juvenile  reformatories,  the  House  of  Refuge 
in  Philadelphia,  and  the  Pennsylvania  Reform  School  at  Morganza, 
both  of  which  have  been  visited  by  members  of  the  Commission. 
They  are  both  excellent  in  their  character.  The  former  being  in  a 
large  city,  on  a  small  plot  of  ground,  and  surrounded  by  high  walls, 
cannot  do  all  that  should  be  done  for  the  inmates  of  a  reformatory. 
The  latter  is  admirably  located  and  well  equipped  to  keep  the  youth 
committed  to  its  care  usefully  and  profitably  employed.  We  are 
clearly  convinced,  however,  that  there  should  be  more  manual  train- 
ing. The  inmates  of  these  schools  should,  above  all  others,  be  taught 
the  value  of  manual  skill.  The  class  of  people  to  which  they  belong 
look  upon  labor  as  drudgery.  They  see  in  it  nothing  but  brute  force, 


INDUSTRIAL  EDUCATION  COMMISSION.  21 

and  so  despise  it  and  all  who  engage  in  it.  Manual  instruction  of  the 
proper  kind,  judiciously  imparted,  will  go  far  toward  correcting  these 
erroneous  views.  The  work  now  done  is  mostly  for  revenue,  and  is 
considered  by  the  inmates  as  a  kind  of  penal  service  to  be  endured 
while  in  the  institution,  but  to  be  dropped  forever  when  they  leave  it. 
We  recommend,  therefore,  that  the  curriculum  of  instruction  be  some- 
what altered  and  enlarged.  Some  things  might  be  dropped 'and  others 
should  be  added.  The  inmates  should  contribute  by  their  labor  to  the 
support  of  the  establishment,  but  we  should  so  adjust  the  working 
machinery  that  they  would  at  the  same  time  u  earn  and  learn."  The 
State  would  thus,  as  far  as  possible,  help  to  break  down  the  barriers 
which  separate  them  from  the  youth  of  more  favored  circumstances, 
and  open  to  them  the  hope  of  an  honorable  and  self-supporting  career, 
when  once  more  thrown  upon  their  own  responsibility. 

Manual  Training  for  Young1  Women. 

It  will  be  observed  that  we  have  not  spoken,  except  incidentally,  of 
manual  training  for  girls  arid  young  women,  This  omission  has  not 
arisen  from  any  failure  to  appreciate  that  branch  of  the  subject;  but, 
in  part,  because  some  general  lines  of  mechanical  training  have  been 
found  as  well  adapted  to  girls  as  to  boys,  and  therefore  required  no 
separate  treatment,  and  in  part  because  we  have  thought  it  desirable 
to  give  more  special  attention  to  the  subject  than  could  be  done  in  the 
body  of  the  report,  by  gathering  in  the  appendix  such  statements  of 
fact  and  opinion  as  its  importance  requires. 

How  to  be  Supported. 

With  reference  to  the  question  whether  manual  training  in  its  sev- 
eral grades,  should  be  supported  by  State  or  local  action,  or  by  both, 
an  experience  of  more  than  fifty  years  in  this  Commonwealth  has 
shown  that  State  and  municipal  authority  have  concurrently  and  har- 
moniously aided  in  the  support  and  encouragement  of  the  public  school 
system,  with  results  of  the  most  gratifying  character.  A  departure 
from  this  rule  of  action,  would  be  experimental,  and,  as  manual  train- 
ing as  we  understand  it  should  be  judiciously  introduced  into  and 
made  a  part  of  the  common  school  curriculum,  wherever  and  when- 
ever desired  by  the  people,  and  voiced  by  them  through  the  boards  of 
directors,  or  controllers  of  public  schools,  our  judgment  is,  that  any 
increase  of  cost  or  expense  resulting  from  its  incorporation  or  intro- 
duction and  maintenance  in  the  public  schools,  should  be  borne  by  the 
State  and  local  authorities  jointly. 

The  Kindergarten. 

Another  branch  of  the  subject  which  also  might  have  been  very 
properly  treated  at  length  is  the  course  of  training  in  primary  schools 
commonly  known  as  Kindergarten  work.  So  much  has  been  written 
upon  this  subject,  however;  so  much  intelligent  labor  has  been  de- 


22  KEPOKT  OF  THE 

voted  to  the  establishment  and  extension  of  it ;  its  principles  and 
methods  are  so  well  understood,  that  we  have  not  felt  called  upon  to  give 
it  particular  notice.  But  we  desire  to  say  that,  in  our  judgment,  no  sys- 
tem of  manual  training  for  graded  schools  would  be  complete  which 
did  not  begin  with  the  Kindergarten  exercises  in  the  lower  grades, 
proceeding  by  steps  so  graduated  that  the  later  exercises,  more  dis- 
tinctly known  as  manual  training,  should  be  the  continuation  and  com- 
pletion of  the  earlier. 

Conclusion  and  Recommendations. 

If,  in  presenting  this  subject  to  the  Legislature,  we  shall  S3em  to 
have  spoken  strongly,  it  is  because  we  are  strongly  convinced.  We 
believe  the  time  has  come  when  this  step  forward  in  the  development 
of  our  public  school  system  ought  to  be  taken.  It  is  demanded  by 
public  opinion,  it  is  easily  within  reach,  it  is  full  of  promise  for  the 
future  of  the  Commonwealth.  It  would  be  unwise,  however,  to  an- 
ticipate that  a  change  so  thoroughgoing  and  far  reaching  as  the  one 
we  advocate  could  be  adopted  as  a  whole  immediately,  or  without  pro- 
ducing more  or  less  friction  Old  ideas  and  fixed  customs  will  natur- 
ally oppose  it.  Its  advocates  and  friends  will  not  unnaturally  entertain 
extravagant  expectations  as  to  what  may  be  accomplished  by  it.  It 
should  be  remembered,  however,  by  friends  and  opponents  alike,  that 
the  present  movements  in  this  direction  are  largely  tentative,  and  we 
must  expect  that  any  system  now  adopted  will  be  modified  in  its  de- 
tails as  the  result  of  increased  experience.  Such  is  the  fate  of  all  im- 
portant public  measures.  We  are  solicitous  only  that  the  foundation 
shall  be  rightly  laid  in  accordance  with  sound  principles.  This  being 
secured,  we  can  anticipate  without  concern  any  changes  that  time  and 
experience  and  reflection  may  suggest ;  but  these  considerations  should 
not  be  allowed  to  prevent  the  introduction  now  of  such  forms  of  train- 
ing as  have  proved  easy  to  carry  on  and  fruitful  of  good  results. 

We  beg  leave,  finally,  to  submit  the  following  recommendations  : 

1.  That  provision  be  made  for  the  introduction  of  manual  training 
into  each  State  normal  school,  with  a  prescribed  course  of  wood  work 
for  all  students,  iron  work  for  young  men,  and  sewing  and  cooking  for 
young  women,  such  courses  to  be  subject  to  modification  from  time  to 
time  under  proper  authority,  and  to  include  an  amount  of  wood  work 
not  exceeding  what  on  an  average  could  be  accomplished  in  a  single 
course  of  twelve  weeks  (or  in  two  courses  of  six  weeks  each),  if  the 
work  were  so  arranged  as  to  give  the  principal  portion  of  the  time  to 
this  course  of  exercises  ;  the  amount  of  iron  work  to  be  left  optional 
with  each  institution.     The  work  should  be  accompanied,  at  every 
step,  with  a  progressive  course  in  drawing 

2.  That  an  appropriation  of  five  thousand  dollars  be  made  to  each 
State  normal  school  for  the  establishment  of  the  proper  plant,  includ- 


INDUSTRIAL  EDUCATION  COMMISSION.  23 

ins:,  building,  tools,  equipment,  etc.,  and  a  further  sum  of  two  thou- 
sand dollars  annually  for  mainteance. 

3.  That  after  April,  1890,  no  certificate  or  diploma  be  granted  by  A 
normal  school  to  any  pupil  or  graduate  who  shall  not  have  completed 
at   least  the   equivalent  or  a  six  weeks'  course  in  wood   work,   as 
already  mentioned. 

4.  That  for  the   purpose  of  providing  facilities  for  pursuing   this 
course  of  training  to  teachers  already  employed,  and  who  may  wish  to 
acquire  it,  provision  be  made  for  the  maintenance  at  present  of  a 
short  summer  course  in  wood  work  and  iron  work  at  the  State  Col- 
lege where  such  instruction  has  been  maintained  for  several  years. 

4.  That  the  State  make  a  moderale  annual  appropriation,  to  be 
given  on  a  uniform  basis  to  such  districts  as  shall  undertake  the  es- 
tablishment of  manual  training  in  or  in  connection  with  their  pub- 
lic schools,  with  specific  provision,  however,  that  such  funds,  whether 
provided  by  the  State  or  the  district,  shall  not  be  used  for  the  teaching 
of  specific  trades. 

6.  That  provision  be  made  for  the  introduction  of  drawing  as  a  re- 
quired study  in  every  school  in  the  State,  at  the  earliest  possible  day. 

7.  That  the  law  require  every  district  in  its  subsequent  erection  or 
arrangement  of  buildings  for  school  purposes,  to  make  suitable  pro- 
vision for  a  room  or  rooms  to  be  used  for  the  purposes  of  manual 
training. 

8.  That  provision  be  made  or  authorized  for  the  grouping  of  rural 
schools,  for  the  purposes  of  manual  training,  in  such  a  way  that,  either 
the  scholars  from  schools  included  in  each  group]  may  go  in  sections 
from  each  school  to  some  one  conveniently  located,  there  to  receive  in- 
struction in  manual  training,  or  that  a  special  instructor  in  manual 
training  may   be  appointed,  whose    time  shall  be  assigned  to  each 
school  in  turn. 

9.  That  for  the  purpose   of  securing  direct  encouragement,  over- 
sight, guidance  and  inspection  of  all  such  work  in  the  State,  a  special 
Deputy  Superintendent  of  Public  Instruction  be  appointed  in  the  man- 
ner now  provided  by  law,  with  a  sufficient  salary  to  secure  service  of 
the  highest  order,  who  shall  be  assigned  by  the  Superintendent  of 
Public  Instruction  to  special  duty  as  inspector  of  manual  training, 

10.  That  provision  be  made  for  the  immediate  introduction  of  manual 
training,  arranged  upon  an  educational  method  and  for  educational 
ends,  in  connection  with  a  prescribed  course  of  elementary  studies, 
into  the  reformatory  institutions  provided  by  the  Slate  for  youth  of 
both  sexes;  but  that  in  such  cases  no  attempt  be  made  to  teach  spe- 
cific trades,  except  so  far  as  such  trades  may  be  necessarily  carried  on 
for  the  purpose  of  supplying  articles  needed  for  consumption  in  the 
institutions  themselves. 

11.  If  the  Commission  may  venture  to  suggest  a  recommendation 
upon  a  subject  not  intrusted  to  it  by  the  resolution  under  which  it 


24  REPORT  OF  THE 

was  appointed,  we  should  respectfully  but  most  earnestly  recommend 
that  any  change  which  may  be  made  in  the  provision  for  the  mainte- 
nance of  the  soldiers'  orphan  schools,  shall  require  the  introduction 
of  manual  training,  at  least  in  wood-work  for  boys  and  sewing  and 
cooking  for  girls,  as  an  essential  part  of  the  course  of  instruction. 

For  illustrative  material  forming  a  small  part  of  that  upon  which 
the  conclusions  of  the  Commission  are  based,  reference  is  made  to  the 
following  c*  Accompanying  Papers  "  and  appendices. 
Respectfully  submitted. 

GEO.  W.  ATHERTON, 
ADAM  H.  FETTEROLF, 
NATHAN  0.  SCHAEFFER 
GEORGE  J.  LUCKEY, 
THEO.  W.  BEAN. 


INDUSTRIAL  EDUCATION  COMMISSION.  25 


ACCOMPANYING  PAPERS. 

[The  papers  presented  under  this  head  were  prepared  for  the  Commission  by  indi- 
vidual members  as  material  to  aid  in  reaching  conclusions.] 


A.  and  B. 

Memoranda  by  COL.  THEO.  W.  BEAX. 

A— THE  PRESENT  SCHOOL  L  A.W-  MANUAL,  TRAINING  MAY  BE 
INTRODUCED  IN  THE  PUBLIC  SCHOOLS. 


With  reference  to  the  question  "How  far  manual  training  can  be 
incorporated  into  the  present  public  school  system  in  Pennsylvania, 
and  what,  if  any,  changes  of  law  are  necessary  or  desirable  to  that 
end,"  the  following  observations  are  submitted : 

Two  questions  are  here  proposed :  a.  Can  manual  training  be  in- 
corporated into  the  public  school  system  in  Pennsylvania?  £.  What, 
if  any,  changes  of  law  are  necessary  to  authorize  the  introduction  of 
manual  training  as  a  branch  of  learning  in  the  public  schools  of  the 
State? 

The  Constitution  of  1874  contains  no  provisions  prohibiting  manual 
training  from  being  taught  in  the  public  -schools  of  the  State.  The 
language  used  is,  "The  General  Assembly  shall  provide  for  the  main- 
tenance and  support  of  a  thorough  and  efficient  system  of  public 
schools,  wherein  all  the  children  of  this  Commonwealth  above  the 
age  of  six  years  shall  be  educated,  and  shall  appropriate  at  least  one 
million  dollars  each  year  for  that  purpose."  Under  this  liberal  pro- 
vision, the  public  schools  of  the  State  shall  be  made  u  thorough  and 
efficient,"  by  such  legislation  as  shall  be  deemed  necessary,  without 
any  restrictive  clause  or  proviso,  and  it  is  made  mandatory  upon  the 
Legislature  to  appropriate  "at  least  one  million  dollars  each  year" 
for  the  maintenance  and  support  of  the  syste  n.  An  examination  of 
the  several  acts  of  Assembly  of  the  Commonwealth  upon  the  subject 
of  common,  or  public,  schools,  fails  to  disclose  any  statutory  provisions 
prohibiting  the  incorporation  of  manual  training  into  the  public  school 
system  of  the  State. 

(The  act  of  1854  provides  that  "  A  system  of  common  school  educa- 
tion be.  and  the  same  is  hereby  deemed,  held  and  taken  to  be  adopted 
according  to  the  provisions  of  this  act,"  etc.,  and  section  23  of  said  act 
provides,  that  the  directors  "shall  direct  what  branches  of  learning 
shall  be  taught  in  each  school,  and  what  books  shall  be  used,  agree- 
ably to  the  provisions  of  the  25th  and  38th  sections,"  of  the  same  act. 
The  25th  section  provides  that  the  directors  shall  establish  a  sufficient 
number  of  common  schools  for  the  education  of  every  individual  above 


26  REPORT  OF  THE 

the  age  of  five  (now  six)  year*?,  and  under  twenty-one  years  of  age, 
and  the  38th  section  provides  that  u  county  superintendents  shall  see 
that  in  every  district  there  shall  be  taught  orthography,  reading.  English 
grammar,  geography  and  arithmetic,  as  well  as  such  other  branches 
(of  learning)  as  the  board  of  directors  or  controllers  may  require." 
Here  we  have  the  board  of  directors  or  controllers  vested  with  the 
power  to  "direct  what  branches  of  learning  shall  be  taught"  in  the 
schools,  and  the  superintendents  empowered  to  see  that  certain 
branches  of  learning  named  in  the  law  are  taught,  as  well  as  such 
"other  branches  (of  learning)  as  the  directors  may  require.") 

The  Constitution  provides  that  all  the  children  of  the  Commonwealth 
over  six  years  shall  be  educated,  and  the  governing  acts  of  Assembly 
declare  that  "  the  school  directors  shall  direct '  what  branches  of  learn- 
ing'* shall  be  taught  in  each  school." 

State  Constitutions  receive  a  broad  and  liberal  interpretation  in 
courts  of  law.  Therefore,  I  assume  that  all  that  is  comprehended  in 
the  words  "  branches  of  learning,"  as  found  in  the  statutes  referred  to, 
is  taken  to  be  within  the  meaning  of  the  word  "  educated  "  as  used 
in  the  Constitution. 

The  first  section  of  the  act  of  1854  provides  for  a  "  System  of  Com- 
mon School  Education"  The  act  does  not  define  what  that  svstem 
shall  be.  It  provides  for  a  certain  minimum  of  studies,  and  then  vests 
the  school  directors  with  discretionary  power  to  enlarge  or  vary  the 
curriculum,  giving  scope  and  flexibility  to  the  system. 
•  We  believe  the  legislative  mind  studiously  and  advisedly  chose  the 
language  in  the  act,  and  intentionally  used  the  words  u  branches  of 
learning"  as  distinguished  from  education.  Under  a  fair  construc- 
tion of  the  act,  full  force  and  effect  must  be  given  to  this  language. 

Webster  defines  the  \vord  learn  as  follows  :  u  to  acquire  skill  in  any- 
thing. To  gain  by  practice  a  faculty  of  performing" 

And  Learning,  (I).  "The  knowledge  of  principles  or  facts  received 
by  instruction  or  study.  Acquired  knowledge  or  ideas  in  any  branch 
of  science  or  literature."  (2).  "Knowledge  acquired  by  experience, 
experiment  or  observation." 

Considering  the  act  of  1854,  we  believe  its  provisions  comprehend 
and  authorize  the  introduction  of  manual  training  in  the  public 
schools  of  the  State  as  a  "  branch  of  learning." 

Parent,  guardian  and  pupil  have  the  right  to  demand  and  receive 
as  an  equivalent  for  the  school  tax  they  pay  all  the  advantages  of  the 
"branches  of  learning"  now  directed  to  be  taught  in  the  public 
schools.  These  schools  are  intended  primarily  to  benefit  the  pupil, 
and  indirectly  the  State,  in  the  betterment  of  its  citizens.  Therefore, 
if  the  board  of  directors  believe  that  instruction  in  drawing,  cutting 
and  making  garments,  knitting,  plain  and  ornamental  needlework, 
baking,  broiling,  stewing  and  roasting,  with  charts  to  study  the  anat- 
omy of  food  animals,  and  applied  chemistry  in  culinary  art  for  girls, 


INDUSTRIAL  EDUCATION  COMMISSION  27 

drawing  and  the  use  of  hand  tools  for  boys,  in  wood,  iron,  leather  and 
in  the  use  of  machinery  driven  by  water,  steam  or  electricity,  with 
instructions  in  wood  carving  and  molding  in  plastic  substances  for 
boys  and  girls,  wi'l  serve  to  give  to  the  pupils  "  knowledge  of  princi- 
ples or  facts,"  or  enable  them  to  acquire  knowledge  by  "  experience, 
experiment  or  observation,"  or  to  "  acquire  skill  in.  anything,"  or  to 
u  gain  by  practice  a  faculty  of  performing"  then  these  "  branches  of 
learning  "  come  within  the  word  "  educated,"  as  used  in  the  Constitu- 
tion, and  which  is  defined  by  Webster  as  u  comprehending  all  that 
series  of  instruction  and  discipline  which  is  intended  to  enlighten  the 
understanding,  correct  the  temper,  and  form  the  manners  and  habits 
of  youth,  and  -fit  them  for  usefulness  in  their  future  stations" 

Primary  instruction  in  manual  training  is  as  essential  to  a  subse- 
quent scientific  course  of  education  as  the  trained  eye  and  artful  hand 
are  to  the  accomplished  instrumental  musician.  The  performer  reads 
the  notes  of  harmony  as  a  mental  exercise  and  accompanies  this  intel- 
lectual process  with  a  corresponding  employment  of  the  skilfully 
trained  hands,  feet,  or  it  may  be  of  the  vocal  organs. 

The  students  ot  technical  institutions  and  those  taking  the  "scien- 
tific or  technical  course  "  at  the  many  colleges  and  academical  insti- 
tutions of  the  country  are  all  making  manual  training  a  direct  and 
contributory  agency  in  the  completeness  of  their  education. 

The  cadets  of  the  United  States  Military  Academy  at  West  Point, 
New  York,  and  of  the  United  States  Naval  Academy,  at  Annapolis, 
Maryland,  are  trained  in  the  manual  of  arms,  gunnery,  defensive  field- 
works,  horsemanship,  constructive  naval  architecture,  steam  engineer- 
ing and  seamanship,  as  a  part  of  their  education  for  the  profession  of 
arms;  if  manual  training  is  comprehended  in  the  education  of  the 
musician,  the  civil  and  mechanical  engineer,  the  officers  of  the  army 
and  the  navy,  it  follows  that  it  may  advantageously  be  made  a  part 
of  the  system  of  education  provided  for  the  children  in  the  public 
schools  of  the  State,  who  are  certain  to  become  our  future  artisans, 
farmers,  merchants,  manufacturers  and  those  who  are  to  preside  over 
and  measurably  control  the  homes  and  households  of  the  Common- 
wealth. 

The  popular  sense  in  which  words  are  used  in  statutes  must  be 
given  due  weight  in  their  interpretation  by  the  lay,  as  well  as  the 
judicial  mind. 

"  Words  are  generally  to  be  understood  in  their  usual  and  most 
known  signification,  not  so  much  regarding  the  proprieties  of  gram- 
mar, as  their  general  and  popular  use."  When  discretionary  powers 
are  vested  in  public 'officers  by  the  Legislature,  the  judiciary  will  not 
interfere  with  the  exercise  of  them.  The  power  of  directing  "  what 
branches  of  learning  "  shall  be  taught  in  each  shool  is  a  discretionary 
power. 

Taking  the  popular  sense  of  manual  training  as  a  means  of  mental 


28  KEPOKT  OF  THE 

training,  as  understood  and  expressed  by  educators  and  public  writers 
on  the  subject,  it  is  certainly  comprehended  in  the  words,  ^  branches 
of  learning"  as  used  in  the  act  of  1854,  regulating  public  schools  in 
this  Commonwealth. 


B— LEGISLATION  IN  OTHER  STATES. 


Very  few  of  the  States  have  as  yet  legislated  on  the  subject  of 
manual  training,  nearly  all  that  has  been  done  by  towns  and  cities  at 
the  public  expense  having  been  done  in  accordance  with  the  general 
authority  conferred  by  law  upon  the  local  school  authorities.  The 
following,  as  far  us  ascertained,  are  the  only  important  enactments 
now  in  force : 

Massachusetts. 
[Actol  1872.] 

SECTION  1.  In  every  town  there  shall  be  kept,  for  at  least  six  months 
in  each  year,  at  the  expense  of  said  town,  by  a  teacher  or  teachers  of 
competent  ability  and  good  morals,  a  sufficient  number  of  schools  for 
the  instruction  of  all  the  children  who  may  legally  attend  public  school 
therein,  in  orthography,  reading,  writing,  English  grammar,  geography, 
arithmetic,  drawing,  the  history  of  the  United  States  and  good 
behavior.  Algebra,  vocal  music,  agriculture,  sewing,  physiology,  and 
hygiene  shall  be  taught,  by  lectures  or  otherwise,  in  all  the  public 

schools  in  which  the  school  committee  deom  it  expedient. 

************ 

SECTION  7.  Any  town  may,  and  every  city  and  town  having  more 
than  ten  thousand  inhabitats  shall,  annually  make  provision  for  giv- 
ing free  instruction  in  industrial  or  mechanical  drawing  to  persons 
over  fifteen  years  of  age,  in  either  day  or  evening  schools,  under  the 
direction  of  the  school  committee. 

SECTION  8.  A  town  may  establish  and  maintain  one  or  more  indus- 
trial schools,  which  shall  be  under  the  superintendence  of  the  school 
committee,  who  shall  employ  the  teachers,  prescribe  the  arts,  trades  > 
and  occupations  to  be  taught  therein,  and  have  the  general  control 
and  management  thereof;  but  they  shall  not  expend  for  any  such 
school  an  amount  exceeding  the  appropriation  specifically  made  there- 
for, and  shall  not  compel  any  scholar  to  study  any  trade,  art,  or  occu- 
pation without  the  consent  of  his  parent  or  guardian ;  and  attendance 
upon  such  school  shall  not  take  the  place  of  the  attendance  upon 
public  schools  required  by  law. 

SECTION  9.  A  town  may  establish  and  maintain,  upon  shore  or  upon 
ships  or  other  vessels,  at  the  option  of  the  school  committee,  one  or 
more  schools  for  training  young  men  or  boys  in  nautical  duties;  such 
school  shall  be  subject  to  the  provisions  of  the  preceding  section. 


INDUSTRIAL  EDUCATION  COMMISSION.  29 

except  that  the  school  committee  may  excuse  boys  attending  such 
nautical  schools  from  attendance  on  other  schools. 

[Act  of  1883.] 

An  act  for  the  establishment  and  maintenance  of  evening  schools. 

Be  it  enacted,  etc.,  as  follows : 

SECTION  1.  Every  town  and  city  having  ten  thousand  or  more  in- 
habitants shall  establish  and  maintain,  in  addition  to  the  schools  re- 
quired by  law  to  be  maintained  therein,  evening  schools  for  the  in- 
struction of  persons  over  twelve  years  of  age  in  orthography,  reading, 
writing,  geography,  arithmetic,  drawing,  the  history  of  the  United 
States  and  good  behavior.  Such  other  branches  of  learning  may  be 
taught  in  such  schools  as  the  school  committee  of  the  town  shall  deem 
expedient. 

[Act  of  1884.] 

An  act  relating  to  instruction  in  the  elementary  use  of  hand  tools  in 

public  schools. 

Be  it  enacted,  etc.,  as  follows  : 

Section  one  of  chapter  forty-four  of  the  public  statutes,  relating  to 
the  branches  of  instruction  to  be  taught  in  public  schools,  is  amended 
by  striking  out,  in  the  eighth  line,  the  words  u  and  hygiene,"  and  in- 
serting instead  the  words  u  hygiene  and  the  elementary  use  of  hand 
tools."  and  in  any  city  or  town  where  such  tools  shall  be  introduced, 
they  shall  be  purchased  by  the  school  committee,  at  the  expense  of 
such  city  or  town,  and  loaned  to  such  pupils  as  may  be  allowed  to 
use  them,  free  of  charge;  subject  to  such  rules  and  regulations,  as  to 
care  and  custody,  as  the  school  committee  may  prescribe. 

Approved  March  10,  18S4. 


New  Jersey. 

An  act  providing  for  the  establishment  of  schools  for  industrial  educa- 
tion, approved  March  twenty -fourth,  eighteen  hundred  and  eighty  - 
one. 

WHEREAS,  The  establishment  of  well-conducted  and  liberally-sup- 
ported schools  for  the  training  and  education  of  pupils  in  industrial 
and  mechanical  pursuits  must  tend  to  supply  a  growing  want  in  our 
community  of  skilled  mechanics,  artisans  and  agriculturists;  and 

Whereas,  It  is  especially  the  duty  of  the  State  to  afford  good  educa- 
tional facilities  to  its  youth  in  those  technical  studies,  which  are 
directly  associated  with  the  material  prosperity  of  its  people;  there- 
fore, 

1.  Whenever  any  board  of  education,  school  committee,  ar  other 
like  body,  of  any  city,  town  or  township  in  this  State  shall  certify  to 
the  Governor  that  a  sum  of  money  not  less  than  three  thousand  dol- 
lars, has  been  contributed  by  voluntary  subscriptions  of  citizens,  or 


30  REPORT  OF  THE 

otherwise,  as  hereinafter  authorized,  for  the  establishment  in  any  such 
city,  town  or  township,  of  a  school  or  schools  for  industrial  education, 
it  shall  be  the  duty  of  the  said  Governor  to  cause  to  be  drawn,  by  war- 
rant of  the  comptroller,  approved  by  himself,  oat  of  the  income  of  the 
school  fund,*  an  amount  equal  to  that  contributed  by  the  particular 
locality  as  aforesaid  for  the  said  object;  and  when  any  such  school 
or  schools  shall  have  been  established  in  any  locality  as  aforesaid, 
there  shall  be  annually  contributed  by  the  State,  in  manner  aforesaid, 
for  the  maintenance  and  support  thereof,  a  sum  of  money  equal  to 
that  contributed  each  year  in  said  locality  for  such  purpose  :  Provided, 
however,  That  the  moneys  contributed  by  the  State,  as  aforesaid,  to 
any  locality,  shall  not  exceed  in  any  one  year  the  sum  of  five  thousand 
dollars. 

2.  All  moneys  raised  and  contributed  as  aforesaid  shall  be  applied 
under  the  direction  of  a  board  of  trustees,  organized  as  hereinafter 
provided,  to  the  establishment  and  support  of  schools  for  the  training 
and  education  of  pupils  in  industrial  pursuits  (including  agriculture), 
so  as  to  enable  them  to  perfect  themselves  in  the  several  branches  of 
industry  which  require  technical  instruction. 

3.  Any  city,  town  or  township  shall  have  power  to  appropriate  and 
raise  by  tax  for  the  support  of  any  such  schools  therein,  such   sum  of 
money  as  they  may  deem  expedient  and  just. 

4.  There  shall  be  a  board  of  trustees  of  each  of  such  schools,  which 
shall  consist  of  the  Governor,  ex  oMcio,  who  shall  be  president  thereo-'; 
two  persons  selected  by  the  State  Board'of  Education  ;  two  by  citizens 
and  associations  contributing;  two  by  the  board  of  education,  school 
committee  or  other  like  body  of  the  locality  where  such  school  is 
established,  and  one  by  the  common  council,  township  committee  or 
other  governing  body  thereof,  if  such  city,  town  or  township  shall  con- 
tribute to  the  maintenance  of  such  school ;  the  said  board  of  trustees 
shall  have  control  of  the  buildings  and  grounds  owned  and  used  by 
such  schools,  the  application  of  the  funds  for  the  support  thereof,  the 
regulation  of  the  tuition  fees,  the  appointment  and  removal  of  teachers, 
the  power  to  prescribe  the  studies  and  exercises  of  the  school  and 
rules  for  its  management,  to  grant  certificates  of  graduation,  to  ap- 
point some  suitable  person  treasurer  of  the  board,  and  to  frame  and 
modify  at  pleasure  such  by-laws  as  they  may  deem  necessary  for  their 
own  government;  they  shall  report  annually  to  the  State  and  boards 
of  education  their  own  doings  and  the  progress  and  condition  of  the 
schools. 

5.  The  said  trustees  shall  receive  no  compensation  for  their  services, 
but  the  expenses  necessarily  incurred  by  them  in  the  discharge  of 
their  duties  shall  be  paid  out  of  the  income  of  the  school  fund  *  upon 
the  approval  of  the  Governor. 

*  Act  of  April  4th,  1885. 


INDUSTRIAL  EDUCATION  COMMISSION.  31 

An  act  for  the  promotion  of  industrial  education,  approved  April 
twenty -eighth,  eighteen  hundred  and  eighty-seven. 

1.  Whenever,  in  any  school  district  in  this  State,  there  shall  have 
been  raised  by  special  school  tax  or  by  subscription,  or  both,  a  sum 
of  money  not  less  than  one  thousand  dollars  for  the  establishment  in 
such  district  of  a  school  or  schools  for  industrial  education,  or  for  the 
purpose  of  adding  industrial  education  to  the  course  of  study  now  pur- 
sued in  the  school  or  schools  of  such  district,  there  shall  be  appro- 
priated by  the  State,  out  of  the  income  of  the  school  fund,  an  amount 
equal  to  that  appropriated   by  the  district  as  aforesaid;   and  when 
such  school  or  schools  shall  have  been  established  in  any  district,  or 
said  industrial  education  has  been  introduced  into  the  course  of  study 
in  the  school  or  schools  of  any  district,  there  shall  be  appropriated  by 
the  State  for  the  maintenance  and  support  thereof  a  sum  of  money 
equal  to  that  appropriated  each  year  by  the  district  for  such  purpose  : 
Provided,  That  the  moneys  appropriated  by  the  State  as  aforesaid  to 
any  school  district  shall  not  exceed  in  any  one  year  the  sum  of  live 
thousand  dollars. 

2.  That  the  trustees  of  any  district  in  this  State  receiving  an  ap- 
propriation under  the  provisions  of  this  act  shall  annually,  on  or  be- 
fore the  first  day  of  September,  making  a  special  report  to  the  Superin- 
tendent of  Public  Instruction  of  the  progress  of  industrial  education 
in  such  district  and  such  other  information  in  connection  therewith  as 
he  may  require. 

An  act  for  the  promotion  of  manual  training,  approved  February  fif- 
teenth, eighteen  hundred  and  eighty-eight. 

1.  Whenever  any  board  of  school  trustees  or  board  of  education  of 
any  school  district  in  this  State  shall  certify  to  the  State  Superintend- 
ent of  Public  Instruction  that  there  has  been  raised  by  special  district 
school  tax,  or  by  subscription,  or  both,  a  sum  of  money  not  less  than 
five  hundred  dollars  for  the  establishment  in  such  district  of  a  school 
or  schools  for  manual  training,  or  for  the  purpose  of  adding  manual 
training  to  the  course  of  study  now  pursued  in  the  school  or  schools  of 
such  district,  it  shall  be  the  duty  of  the  said  State  Superintendent  of 
Public  Instruction,  with  the  appioval  of  the  Governor,  to  draw  his 
order  on  the  Comptrollar  and  in  favor  of  said  district  for  a  sum  equal 
to  that  contribution  by  said  school  district  as  aforesaid  for  said  object; 
and  when  said  school  or  schools  shall  have  been  established,  or  man- 
ual training  shall  have  been  added  to  the  course  of  study  in  any  dis- 
trict, there  shall  be  annually  contributed  by  the  State,  in  manner 
aforesaid,  for  the  maintenance  thereof,  a  sum  of  money  equal  to  that 
raised  each  year  in  said  district  for  such  purpose  :  Provided,  That  the 
course  of  manual  training  established  or  introduced  under  the  pro- 
visions of  this  act  shall  be  approved  by  the  State  Board  of  Education : 
Provided  further,  That  the  moneys  appropriated  by  the  State  as  afore  - 


32  REPORT  OF  THE 

said  to  any  school  district  shall  not  exceed  in  any  one  year  the  sum 
of  five  thousand  dollars,  and  that  all  payments  made  in  pursuance  of 
the  provisions  of  this  act  shall  be  paid  on  the  warrant  of  the  Comp- 
troller out  of  the  income  of  the  school  fund. 

2.  The  trustees  of  any  school  district  in  this  State  receiving  an  ap- 
propriation under  the  provisions  of  this  act  shall  annually,  on  or  be- 
fore the  first  day  of  September,  make  a  special  report  to  the  State 
Superintendent  of  Public  Instruction,  of  the  progress  of  manual  train- 
ing in  such  district,  and  give  such  other  information  in  connection 
therewith  as  he  may  require. 

An  act  to  amend  an  act  entitled  "An  act  for  the  promotion  of  Indus- 
trial education"  approved  April  twenty -eighth*  une  thousand  eight 
hiindred  and  eighty  seven.  Approved  March  seventh,  eighteen  hun- 
dred and  eighty  eight. 

1.  Whenever  in  any  school  distiict  there  shall  have  been  raised  by 
special  school  tax  or  by  subscription,  or  both,  a  sum  of  money  not  less 
than  five  hundred  dollars,  for  the  establishment  in  such  district  of  a 
school  or  schools  for  industrial  education  or  for  the  purpose  of  adding 
industrial  education  to  the  course  of  study  now  pursued  in  the  school 
or  schools  of  such  district,  there  shall  be  appropriated  by  the  State, 
out  of  the  income  of  the  school  fund,  an  amount  equal  to  that  appro- 
priated by  the  district  as  aforesaid  ;  and  when  such  school  or  schools 
shall  have  been  established  in  any  district,  or  said  industrial  education 
has  been  introduced  into  the  course  of  study  in  the  school  or  schools 
of  any  district,  there  shall  be  appropriated  by  the  State  for  the  main- 
tenance and  support  thereof  a  sum  of  money  equal  to  that  appropri- 
ated each  year  by  the  district  for  such  purpose  :  Provided,  That 
the  moneys  appropriated  by  the  State  as  aforesaid  to  any  school 
district  shall  not  exceed  in  any  one  year  the  sum  of  five  thousand 
dollars;  the  treasurer  of  the  city  or  the  collector  of  the  township,  as 
the  case  may  be,  shall  be  the  legal  custodian  of  any  and  all  funds 
subscribed,  allotted  or  raised  for  the  purpose  of  carrying  out  the 
instruction  contemplated  by  this  act,  and  he  shall  keep  a  separate 
and  distinct  account  thereof,  apart  from  all  other  moneys  in  his 
custody  whatsoever,  and  shall  disburse  the  fund  on  the  properly  au- 
thenticated drafts  of  the  trustees  of  the  school  district,  or  other  per- 
sons or  board  having  charge  of  public  schools  in  such  district ;  any 
unexpended  balance  to  the  credit  of  this  fund  in  any  township  or 
city  at  the  end  of  any  fiscal  year,  shall  not  be  covered  into  the 
treasury  of  the  city  or  township,  but  shall  be  at  the  disposal  of  the 
school  trustees  or  other  persons  or  board  having  charge  of  public 
schools  in  the  district,  for  the  purpose  of  aiding  industrial  education  in 
the  succeeding  year  or  years:  Provided,  That  any  such  unexpended 
balance  shall  not  be  included  in  the  report  of  the  amount  raised  in 


INDUSTRIAL  EDUCATION  COMMISSION.  33 

any  succeeding  year  for  the  purpose  of  procuring  State  funds  as  above 
provided. 

2.  The  trustees  or  other  persons  or  board  having  charge  of  public 
schools  of  any  district  in  [this]  State  receiving  an  appropriation  under 
the  provisions  of  this  act  shall  annually,  on  or  before  the  first  day  of 
September,  make  a  special  report  to  the  Superintendent  of  Public  In- 
struction of  the  progress  of  industral  education  in  such  district  and 
such  other  information  in  connection  therewith  as  he  may  require. 

3.  It  shall  be  lawful  for  the  trustees  or  other  persons  or  board  hav- 
ing charge  of  public  schools  of  any   school  district  to  associate  with 
themseves  in  the  management  of  this  fund  a  number  of  citizens,  not 
exceeding  ten,  representing  the  donors,  in  case  the  sum  or  any  part 
thereof  necessary  to  obtain  the  State  appropriation  shall  have  been 
raised  by  private  subscription. 


New  York. 

An  act  was  passed  in  1888  entitled  : 

An  act  to  authorize  the  establishment  and  maintenance  of  departments 
for  industrial  training  and  for  teaching  and  illustrating  the  indus- 
trial manual  arts  in  the  public  schools  and  normal  schools  of  this 
State. 

The  people  of  the  State  of  New  York,  represented  in  Senate  and 
Assembly,  do  enact  as  follows  : 

SECTION  1.  Boards  of  education  of  cities  and  villages,  and  of  union 
free  schools  and  trustees  of  public  school  districts,  are  hereby  author- 
ized and  empowered  to  establish  and  maintain  a  department  or  de- 
partments in  such  schools  for  industral  training  and  for  teaching  and 
illustrating  the  manual  or  industrial  arts,  and  the  principles  underly- 
ing the  same ;  and  for  that  purpose  they  are  respectively  authorized 
to  purchase  and  use  such  materials  and  apparatus,  and  to  establish  and 
maintain  such  shops,  and  to  employ  such  instructor  or  instructors,  in 
addition  to  the  other  teachers  in  said  schools  as  in  their  judgment  shall 
be  deemed  necessary  or  proper. 

SECTION  2.  Said  boards  of  education  and  trustees,  or  other  bodies  now 
authorized  by  law  to  levy  and  raise  taxes  for  school  purposes,  are 
authorized  to  levy  and  raise  by  taxation,  in  addition  to  any  amount  or 
amounts  which  they  are  now,  respectively,  in  any  city,  village  or  dis- 
trict, authorized  by  law  to  raise  for  school  purposes,  and  in  the  same 
manner,  the  necessary  funds  to  establish  and  maintain  such  industrial 
departments  as  aforesaid:  Provided,  however.  That  trustees  of  school 
districts  not  organized  as  boards  of  education  shall  exercise  no  greater 
powers  in  these  respects  than  they  now  possess  by  law,  except  upon 
a  vote  of  such  district. 

SECTION  3.  The  State  normal  and  training  schools  which  are  or  here- 
3  ED.  COM. 


34  REPORT  OP  THE 

after  may  be  established  in  this  State,  hereby  are  and  shall  be  required 
to  include  in  their  courses  of  instruction  the  principles  underlying  the 
manual  or  industrial  arts,  and  also  the  practical  training  in  the  same, 
to  such  an  extent  as  the  superintendent  of  public  instruction  may  pre- 
scribe ;  and  to  such  futher  extent  as  the  local  boards  respectively  of 
said  normal  and  training  schools  may  prescribe. 
SECTION.  4.  This  act  shall  take  effect  immediately. 


Pennsylvania. 

In  this  State  an  act  was  approved  June  25, 1883,  entitled, 
An  act  authorizing  central  boards  of  education*,  in  cities  of  the  second 

class,    to   establish   and  maintain  schools  for    instruction  in    the 

mechanic  arts  and  kindred  subjects. 

SECTION  1.  Be  it  enacted,  etc.,  That  in  every  city  of  the  second 
class  the  central  board  of  education  shall  have  power  to  establish 
and  maintain  one  or  more  schools  for  the  instruction  of  pupils  in  the 
useiul  branches  of  the  mechanic  arts  and  kindred  subjects,  to  provide 
the  necessary  buildings,  machinery,  apparatus  and  materials,  and  to 
employ  teachers  and  instructors  therefor. 

SECTION  2.  Such  schools  shall  be  subject  to  such  rules  and  regula- 
tions as  may,  from  time  to  time,  be  prescribed  by  the  said  board  ; 
under  said  rules  and  regulations,  they  shall  be  open  to  the  admission 
of  such  pupils,  as  are  not  enrolled,  as  well  as  of  such  as  are  enrolled, 
in  the  ordinary  public  schools  of  the  city,  and  instruction  may  be 
gived  therein  in  the  evening,  as  well  as  the  day. 

SECTION  3.  The  course  of  instruction  shall,  from  time  to  time,  be 
prescribed  by  said  board,  and  may  include  chemistry,  mathematics, 
natural  philosophy,  and  other  branches  appertaining  to  the  mechanic 
arts. 


At  the  last  session  of  Congress  a  bill,  which  is  still  pending,  was 
introduced  in  the  Senate,  entitled, 

A  bill  to  incorporate  trustees  of  the  National  Industrial  Institute  in 
Washington.  District  of  Columbia. 

Be  it  enacted,  etc.,  That  [corporators  named],  and  their  associates 
and  successors,  be,  and  they  are  hereby,  constituted  a  body  politic  and 
corporate  in  law,  by  the  name  and  style  of  the  "Trustees  of  the 
National  Industrial  Institute,"  and  by  that  name  may  sue  and  be  sued, 
plead  and  be  impleaded.,  have  perpetual  succession,  and  shall  and 
may  take  hold,  manage,  and  dispose  of,  at  all  time,  real  and  personal 
estate,  and  shall  and  may  do  and  perform  all  other  acts  and  things 
necessary  or  appropriate  for  the  execution  of  the  purposes,  charities, 
and  trusts  for  which  the  said  corporation  is  created,  and  which  are  set 
forth  in  the  second  section  of  this  act,  and  said  corporation  shall  have 


INDUSTRIAL  EDUCATION  COMMISSION.  35 

power  to  adopt  and  make  such  constitution,  by-laws  and  regulations 
as  may  be  appropriate  and  necessary  for  carrying  out  the  pui  poses  of 
said  corporation,  including  provisions  for  the  election  of  trustees  and 
officers  and  agents  of  the  corporation,  filling  of  vacancies  occurring 
in  such  offices  and  agencies,  the  taking,  holding  and  management  of 
the  property  of  the  corporation,  and  the  sale  and  conveyance  thereof, 
when  necessary,  for  the  purposes  of  such  corporation,  and  the  trans- 
tion  of  all  other  business  appropriate  and  necessary  for  the  purposes 
of  such  incorporation,  with  power  to  adopt  and  use  a  common  seal 
for  such  corporation,  and  the  same  to  alter  at  pleasure. 

SECTION  2.  That  the  object,  purposes  and  powers  of  said  corporation 
shall  be,  and  the  same  are  hereby,  limited  to  proviiing  teachers  of 
industrial  branches  of  education  to  the  common  schools  throughout 
the  United  States,  including  the  District  of  Columbia  and  the  Terri- 
tories, by  the  establishment  of  a  central  normal  school  in  the  city  of 
Washington,  in  the  said  district,  for  the  purpose  of  preparing  and  ed- 
ucating persons  of  both  sexes  as  teacher  aforesaid;  and  for  such  pur- 
poses the  said  corporation  shall  have  power  to  take,  hold,  use  and  en- 
joy all  such  real  and  personal  property,  endowments  and  contributions, 
whether  by  devise,  gift  or  otherwise,  as  may  be  appropriated  for  the 
establishment,  maintenance  and  success  of  said  institution,  and  also 
to  acquire,  take,  hold,  use,  occupy,  manage  [and  own,  either  in  fee- 
simple  or  by  lease  or  otherwise,  such  real  estate  in  the  said  District, 
not  exceeding  one  million  dollars,  to  be  held,  used,  occupied  and  en- 
joyed for  the  purposes  aforesaid,  and  for  the  residence,  use  and  occu- 
pancy of  the  proper  and  necessary  officers,  employes  and  agents  of 
such  corporation  :  Provided,  That  the  property,  whether  real  or  per- 
sonal, owned  by  the  said  corporation,  and  used  exclusively  for  the  pur- 
poses of  said  organization,  shall  be  exempt  from  taxation. 


C. 

Memoranda  selected  by  Dr.  A.  H.  FETTEROLF. 
MANUAL  TRAINING-  IN  REFORMATORY  INSTITUTIONS. 

Extracts  from  the  Annual  Reports  of  the  Inspectors  of  the  Eastern 

Penitentiary,  Philadelphia. 

(1880.) 

Prevention  of  crime  is  as  important  a  purpose  of  legislation  as  pun- 
ishment. Trade  schools,  technical  schools,  in  which  the  vicious,  neg- 
lected or  incorrigible  youth  should  be  placed  foi  reform  and  training, 
are  needed.  They  should  not  be  characterized  by  any  punitive  fea- 
ture. Personal  restraint,  coercion  or  incarceration  should  not  be  any 
part  of  the  plan  of  their  administration. 

A  tract  of  land,  located  away  from  large  cities  or  communities^ 
without  other  enclosure  than  that  which  bounds  a  farm;  with  small 


3(3  REPORT  OF  THE 

houses,  to  accommodate  not  more  than  twenty  inmates  each,  with 
shops  and  school- room,  library  and  other  necessary  appendages,  are 
only  needed  for  such  schools. 

The  youth  sent  there  for  instruction  in  trade,  and  training  in  mind 
and  morals,  should  find  in  the  attraction  and  advantages  the  strongest 
tie  to  constitute  their  custody. 

Those  who  graduate  with  credit  should  have  given  to  them  as  a  re- 
ward of  merit  a  diploma  which  would  be  sufficient  evidence  of  ca- 
pacity, trade  knowledge,  and  good  character  to  warrant  their  employ- 
ment by  railroad  managers  and  other  employers  of  skilled  workmen, 
or  in  various  industrial  establishments.  Truancy  from  such  schools 
should  not  be  unexpected,  but  when  retaken  and  returned  the  ab- 
sconding youth  should  be  subjected  to  the  most  judicious  mode  of 
punishment.  Experience  would  show  such  cases  to  be  the  exception 
rather  than  the  general  rule,  attendant  on  the  proper  administration 
of  the  ''public  trade  schools." 

(1884.) 

Trade  schools  are  the  most  prominent  of  preventive  agencies. 

Establish  methods  of  instruction  in  mechanical  branches  of  indus- 
try in  connection  with  approved  means  for  mind  culture,  that  pupils 
may  have  the  advantage  of  the  rudimental  teaching  to  fit  them  for 
instruction  in  mechanical  knowledge.  Thus  the  capacities  of  the  pu- 
pils are  ascertained,  and  as  they  are  developed  the  opportunity  is 
promptly  afforded  for  their  proper  training. 

But  it  will  be  observed  that  a  large  number  of  the  young  evince 
criminal  tendencies.  The  reasons  are  manifest.  Their  surroundings 
and  associations;  want  of  home  government  or  parental  care ;  idle, 
incorrigible,  vicious  by  hereditary  taint  or  family  infelicities  ;  vagrant 
and  without  care  or  oversight ;  such  youth  are  directly  liable  to  the 
temptations  of  mischief,  and  without  any  restraint  they  follow  courses 
that  end  in  crime.  The  houses  of  refuge  or  other  prison  reformatories 
are  their  first  destination.  For  such  as  these,  State  trade  schools 
should  be  established. 

These  institutions  should  be  neither  places  of  imprisonment  nor 
forced  restraint.  These  youth  should  be  sent  to  these  schools,  and 
there  so  treated  that  the  advantages  presented  would  enlist  their  in- 
terest, excite  their  desire  to  learn,  and  be  the  means  of  securing  their 
remaining  as  pupils  till  they  had  acquired  a  trade  for  their  support  in 
after  life. 

It  is  not  to  be  expected  all  pupils  would  be  so  influenced,  but  if  a 
majority  were  made  useful,  honest,  capable  mechanics,  the  State 
would  be  amply  remunerated  for  the  limited  cost  of  such  establish- 
ments. The  first  money  outlay  would  be  inconsiderable  in  amount. 
,  A  farm  of  three  hundred  acres,  with  ten  small  frame  houses,  each 
to  accommodate  twenty  boys,  with  neither  locks,  nor  bars,  nor  bolts, 


INDUSTRIAL  EDUCATION  COMMISSION.  37 

to  restrain  them,  with  shops  to  teach  blacksmi thing,  horse  shoeing, 
harness  making,  wagon  making,  and  the  like  industries,  should  be  the 
attractive  and  detaining  influences. 

Caring  for  the  stock,  agriculture,  and  out-door  work  would  be  a 
prominent  part  of  the  labor.  Schools  for  the  rudiments  of  education, 
for  teaching  the  anatomy  of  animals,  the  first  principles  of  chemistry, 
the  use  of  metals,  should  be  part  of  the  course  of  instruction. 

It  is  not  intended  to  give  more  than  in  the  merest  outline,  the  char- 
acter of  such  schools.  Experience  will  make  perfect  what  is  now 
only  a  tentative  description.  It  is  the  necessity  of  such  schools  that 
is  now  most  important  to  be  affirmed.  Such  an  institution  is  worth  a 
trial.  The  State  can  lose  nothing.  The  cost  of  the  care  of  these 
youths  after  they  are  criminals  is  far  greater  than  the  expense  of  such 
a  plan  to  prevent  them  from  being  convicts. 

(1885.) 

The  necessity  of  some  well-considered  plan  by  which  the  neglected 
class  of  children  can  be  taught  the  rudiments  of  primary  education, 
with  those  of  mechanical  handicraft  knowledge,  is  too  apparent  to 
need  further  affirmation. 

It  cannot  be  denied  that  if  one  million  and  a  quarter  dollars  are 
yearly  raised  by  taxation  in  the  city  of  Philadelphia  for  school  pur- 
poses, some  portion  of  this  fund  might  wisely  be  expended  in  efforts 
to  prevent  crime  in  a  class  of  scholars  who  need  such  teachings.  The 
poor,  neglected,  ungoverned  pupils,  without  home  influence  for  good, 
subjected  to  neither  parental  oversight  nor  home  influences,  domestic 
attachments  or  family  ties,  might,  out  of  this  large  yearly  fund,  be 
taught  and  trailed  by  careful  methods,  at  least  to  avoid  the  peni- 
tentiary, as  the  school  in  which  their  minority  graduates  into  man- 
hood. 

Establish  trade  schools  where  this  class  can  be  instructed.     Let 
there  be  neither  bolts,  bars,  locks,  nor  forced  restraint.     Let  these 
schools  be  a  collection  of  family  houses,  in  which  a  certain  numbe 
of  pupils  are  convened  for  all  purposes  except  the  teaching. 

In  each  house  the  inmates  are  to  sleep,  eat,  and  pass  their  hours  of 
rest.  Each  house  is  to  be  managed  by  the  inmates — kept  clean  and 
made  comfortable.  Create  a  system  of  encouragement  by  rewards 
for  a  method  of  successful  home  life  to  be  maintained  by  the  inmates 
of  these  houses.  So,  too,  with  all  the  relations  these  pupils  hold  to 
the  school. 

Teach  all  the  trades  that  are  needed  in  every  day  life.  Divide  the 
pupils  into  classes  as  they  show  aptitudes,  for  blacksmiths,  wheel- 
wrights, harnessmakers,  shoemakers,  horse  shoers,  carpenters,  and 
the  like.  Obtain  two  hundred  acres  of  land;  put  a  plain  post  and 


38    •  REPORT  OF  THE 

rail  fence  to  mark  its  boundaries.  Teach  the  care  of  farm  stock,  farm- 
ing, agriculture,  the  farm  work;  utilizing  the  labor  lor  the  benefit  of 
the  school. 

Teach,  in  connection  with  this  manual  training,  the  knowledge  that 
directly  belongs  to  each  branch.  Fix  certain  hours  for  mental  im- 
provement, in  conjunction  wilh  out-door  lessens  in  "  facts  and  things." 

Create  ties  thus  between  the  awakened  interest  of  the  pupils  and 
their  school  home.  If  any  argument  is  needed  to  emphasize  these 
views,  the  foregoing  facts  are  deemed  sufficient,  or  at  least  of  value 
in  support  of  them. 

Extract  from  the  Annual  Rsport  of  the  Board  of  Public  Charities. 

(1887.) 

There  is  much  interest  to  every  citizen  of  this  great  Common- 
wealth in  the  annual  reports  of  the  inspectors  of  this  prison  (Eastern 
Penitentiary).  These  reports  are  already  before  your  Board,  and  it 
is  not  possible  for  us  to  enter  into  all  the  questions  so  ably  discussed 
in  them.  But  on  one  point  we  feel  that  we  must  express  our  hearty 
concurrence  with  the  recommendations  of  the  inspectors,  viz  :  for  the 
establishment  of  u  trade  schools,  established  by  State  authority  for  the 
reception  of  ungoverned,  uncontrolled,  derelict  youth  under  twenty 
years  of  age."  The  inspectors  add:  "These  institutions  should  be  in 
no  sense  places  of  enforced  detention.  Neither  is  it  to  be  understood 
that  sentences  by  courts  of  law  are  to  be  necessary  for  reception  into 
such  schools.  Judges  and  magistrates  should  be  authorized  by  law 
to  remit  such  persons  to  these  schools,  for  care  and  instruction,  as 
parents  entrust  their  children  to  boarding  schools,  away  from  their 
homes."  This  recommendation  so  often  and  so  earnestly  repeated,  is 
made  from  statistics  whose  results  must  attract  serious  attention  from 
all  thoughtful  persons.  For  instance,  from  January  1, 1876,  to  Decem- 
ber 31,  1886  (ten  years),  there  were  received  into  the  Eastern  Peni- 
tentiary from  Philadelphia  county,  678  convicts,  2n  years  of  age  and 
under,  on  their  first  conviction.  Of  these  67S,  550  attended  public 
school,  36  private  school,  and  92  never  attended  any  school ;  64  had 
trades  by  apprenticeship  or  by  working  at  them,  614  had  no  knowl- 
edge in  hadicraft,  and  526  were  idle  at  time  of  arrest.  During  tne 
previous  ten  years,  out  of  1,160  convicts  not  older  than  25  years  of 
age,  only  146  had  never  attended  school,  while  1,024  had  no  knowledge 
in  handicralt,  and  832  were  idle  at  time  of  arrest.  Well  may  the  in- 
spectors say  that  "  these  facts  command  earnest  and  thoughtful  con- 
sideration," and  the  Legislature  of  our  State  can  have  no  subject  pre- 
sented to  it  of  higher  importance.  We  invoke  the  aid  of  your  Board 
in  securing  the  adoption  of  a  measure  that  cannot  fail  to  be  effectual 
in  the  prevention  of  crime. 


INDUSTRIAL  EDUCATION  COMMISSION.  39 

CHARITY  ORGANIZATION  SOCIETY  OF  THE  CITY  OF  NEW  YORK, 

GENERAL  OFFICE,  21  UNIVEBSITY  PLACE,  June  28,  1x88. 
Mr.  A.  H.  FETTEROLF,  LL.  D.,  Girard  College*  Philadelphia,  Pa. 

MY  DEAR  SIR  :  Replying  to  your  inquiry  of  the  8th  inst.,  asking  my 
views  as  to  "  how  far  proper  manual  instruction  or  industrial  training 
would  go  to  relieve  pauperism  and  crime  in  our  large  cities,"  I  would 
premise  that  I  have  thought  it  necessary  to  take  into  account  the 
mental  and  moral,  as  well  as  physical  deterioration  that  results  from 
lack  of  skilled  ability  in  any  department  of  labor. 

Much  of  the  existing  pauperism  is  the  result  of  a  lack  of  that  adapt- 
ability and  versatility  which  manual  dexterities  promote,  and  which 
go  far  to  enable  the  poor  to  meet  and  overcome  their  helplessness.  I 
believe  manual  training  to  be  the  chief  physical  factor  in  cultivating 
these  agencies,  and  so  enabling  the  depressed  to  rise  superior  to  their 
trammels,  and  in  developing  latent  and  unsuspected  capabilities.  It  is 
my  opinion  that  such  training  tends  much  to  overcome  the  stigma  at- 
taching to  manual  labor  ;  a  condition  that  results  in  precipitating  large 
numbers  of  those  who  are  born  with  some  opportunities  for  education, 
into  despondency  and  penury. 

The  connection  is  so  close  between  physical  poverty  and  mental 
and  spiritual  poverty,  in  my  mind,  that  I  cannot  disassociate  them  in 
replying  to  your  question. 

I  believe  that  not  far  from  forty  per  cent,  of  the  pauperism,  poverty 
and  depression,  which  rapidly  sinks  into  pauperism,  is  due  to  a  lack  of 
the  resources  and  intelligence  which  result  from  a  training  which 
equips  its  recipients  for  all  departments  of  manual  work,  without 
giving  them  technical  education  in  any  of  them. 

In  this  estimate  I  do  not  mean  to  include  felonies,  concerning  which 
I  do  not  feel  competent  to  speak,  but  I  would  include  all  those  petty 
crimes  and  vices  which  accompany  depraved  penury  in  a  large  city, 
and  which  maybe  included  under  the  generic  term  "  pauperism," 
which,  like  war,  may  be  said  to  be  "  the  sum  of  all  villianies." 

The  nearer  we  come  to  giving  a  generation  a  well  rounded  educa- 
tion of  the  brain,  the  heart  and  the  hands  the  better  we  shall  prepare 
men,  handicapped  from  birth  with  poverty  in  an  over-crowded  labor 
market,  to  rise  above  the  lowest  ranks  of  unskilled  and  insufficiently 
paid  labor,  and  more  particularly  will  we  put  them  in  a  way  not  only 
of  independence  but  often  of  rescue  from  ruin. 

You  may  think  I  attach  large  importance  to  the  agency  of  indus- 
trial training,  but  the  education  which  strengthens  the  body  and  ele- 
vates the  mind  intellectually  and  morally,  and  gives  man  broader 
views  of  natural  laws,  unquestionably  fits  him  better  to  cope  with  the 
disadvantages  and  disabilities  ot  his  position. 

By  far  the  larger  part  of  the  cases  of  poverty  that  come  under  my 
notice  reveal  a  lack  of  character  in  some  one  particular,  and,  as  John 


40  REPORT  OF  THE 

Stuart  Mill  says  of  those  who  are  acquiring  industrial  education, "  they 
would  acquire  not  only  manual  dexterity,  but  habits  of  order  and  reg- 
ularity of  the  utmost  use  in  after  lite,  and  which  has  more  to  do  with 
the  formation  of  character  than  any  persons  are  aware  of."  I  believe 
with  Mr.  Belfield,  of  Chicago,  "that  the  number  who,  as  paupers  and 
criminals,  subsist  on  the  honest  earnings  of  others  is  much  larger  than 
it  would  be  if  the  youth  of  the  country  had  been  taught  to  earn  an 
honest  living  by  the  labor  of  their  hands." 

I  remain,  dear  sir, 

Yours  very  truly, 

CHARLES  D.  KELLOGG, 

General  Secretary. 

The  following  table  of  reformatory  and  similar  institutions  is  given 
for  the  purpose  of  presenting  in  a  single  view  a  few  leading  facts 
respecting  their  work  and  administration,  with  special  reference  to  the 
industries  there  taught. 


INDUSTKIAL  EDUCATION  COMMISSION 


41 


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INDUSTRIAL  EDUCATION  COMMISSION.  43 


D. 

By  Dr.  N.  C.  SCHAEFFER. 

NORMAL  SCHOOLS. 

In  accordance  with  the  duty  assigned  me  I  have  written  to  the  State 
Superintendents  of  all  the  States  in  the  Union  which  have  normal 
schools  recognized  by  law,  and  have  gathered  the  following  informa- 
tion : 

1.  The  following  States  offer  free  tuition  to  all  students  preparing 
to  teach:    Alabama,  Connecticut,  Illinois,  Iowa,  Louisiana,  Maine, 
Massachusetts,   Missouri,  Nebraska,  New  Hampshire,   New  Jersey, 
New  York,  Rhode  Island,  Texas,  West  Virginia,  Wisconsin. 

California  offers  free  tuition  to  all  students  of  that  State. 

In  Iowa,  a  fee  of  $1  per  month  is  paid  for  contingent  expenses, 

Kansas  offers  free  tuition  to  all  students  who  take  the  regular  course 
and  defrays  railroad  fare  in  excess  of  $3. 

Maryland  offers  free  tuition  to  students  if  they  have  been  regularly 
appointed  by  the  school  board  of  the  city  or  county  in  which  they 
reside. 

Massachusetts  offers  free  tuition  and  some  State  aid  besides. 

In  Michigan  each  member  of  the  State  Legislature  may  make  two 
appointments  to  the  normal  school.  These  students  are  required  to 
pay  no  tuition  fee.  All  others  pay  a  small  fee. 

In  Minnesota,  tuition  is  free  to  residents  of  the  State  who  pledge  to 
teach  two  years. 

In  South  Carolina,  tuition  in  the  Winthrop  Training  School  at  Co- 
lumbia is  free  to  one  pupil  from  each  county  in  the  State. 

In  Texas,  tuition,  text  books  and  use  of  libraries  are  free  to  all 
students.  Half  the  board  of  one  hundred  and  sixty-nine  students  is 
paid  by  the  State. 

In  Vermont,  there  are  two  hundred  and  forty-three  free  scholar- 
ships for  the  three  State  normal  schools. 

2.  The  salaries  of  the  instructors  are  paid  out  of -State  funds  in  all 
these  States  except  Illinois,  Kansas,  South  Carolina,  Vermont,  West 
Virginia,  Wisconsin. 

In  Illinois,  the  salaries  are  paid  in  part  from  the  fund  derived  from 
the  sale  of  lands  given  to  the  State  when  it  was  admitted  into  the 
Union.  The  amount  from  this  source  is  less  than  $13,000.  The  re- 
mainder of  the  money  for  salaries  is  paid  from  the  State  treasury. 

In  Kansas,  the  salaries  are  paid  out  of  an  income  of  $17,000  from 
invested  funds  and  the  balance  from  incidental  fees. 

In  Wisconsin,  there  is  an  endowment  fund  of  $1,200,000,  and  if  this 


44  REPORT  OF  THE 

source  of  income  is  insufficient,  the  Legislature  makes  an  appropria- 
tion to  pay  the  deficit.  The  State  has  200,000  acres  of  unsold  land. 

In  South  Carolina,  West  Virginia  and  Louisiana  the  salaries  are 
partly  paid  by  donations  from  the  Peabody  fund. 

3.  The  following  table  exhibits  the  amount  of  appropriation  to  each 
school  for  maintenance  and  other  purposes: 

(  Florence  .....    $7,500 


|  Huiitsville,    .    .    .     4,000 


Alabama 
Alabama,  < 


Tuskegee,       .    -    .      3,000 


Average  to  each  school,  |3,750. 


iJ-  A  \JJ  )  -...••  C»  j  \J\J\J 

Jacksonville,    .    .     2,500 
^Livingstone,  .  .   .      2,500 

raliform*     $  Sait  Jose,    .    .    .    40,000 
California,    J  Log  Angeles>j       19t750 

Connecticut, 17,000 

TIT      •„      S  Normal,  .    .   .   .'  .    21,0004-proceeds  of  fund  =27,493  56 
llmois,     j  carbondale,  =27,060  00 

Iowa 15,100 

Kansas, 23,000    Income  of  fund,  $17,000  ;   State  appropriation 

usually  from  $3,500  to  $6,000. 

Louisiana, 8,500 

Maine, 19,000  for  three  schools. 

Maryland, .10,500 

Massachusetts, 14,000    Normal  Art  School,  $16,000. 

(   68, 000  for  1887. 

Michigan, {   32,500  for  1885. 

(   27, 000  for  1883. 
f   Winona,.  .    .        18,000 

Minnpqnta     J     MankatO,   .    .          16,000 

iota,  <   st  Cloild>  f         16i000 
{  Moorehead,  .        5,000 

New  Jersey, 20,000 

New  York, from  18,000  to  $23,500  for  maintenance. 

Missouri, 12,500 

Nebraska,  .    .   •    •   • 20,000 

New  Hampshire, 7,000+2,000  from  Plymouth. 

Rhode  Island, 12,000 

South  Carolina, 5, 100 

niAv         $  Sarn  Houston,  .  .    .    25,000 
as'    I  Prairie  View,    .   .    .    15,000 

4.  Manual  training  has  received  very  little  attention  in  the  normal 
schools  of  these  States.  The  Maryland  Normal  School  teaches  wood 
work  to  the  young  men  and  cooking  and  sewing  to  the  young  women. 
The  Prairie  View  Normal  School  in  Texas  began  this  year  with  work 
in  wood  and  metals,  and  with  sewing  and  cooking  for  girls — appro- 
priation, $5,000.  The  schools  at  Whitewater  and  Milwaukee,  in  Wis- 
consin, have  a  shop  department  in  which  pupils  are  trained  in  the  use 
and  care  of  common  tools,  and  general  principles  relating  to  the  con- 
struction of  simple  forms  in  wood  work,  in  lathe  and  forge  work. 

A  large  part  of  the  students  are  females  from  sixteen  to  twenty-five 
years  of  age.  They  learn  to  handle  hammer,  saw,  square,  auger,  bit, 
plane,  chisel,  forge,  lathe,  etc.,  etc.,  making  various  articles  of  furniture, 
apparatus  involving  varied  forms  of  joints,  mortises,  tenons,  etc.,  etc. 

For  several  years  the  pupils  (ladies)  of  the  State  Normal  School  at 
Salem,  Mass.,  have  been  offered  instruction  in  the  use  of  carpenters' 
tools.  From  fifty  to  sixty  volunteered  to  learn  the  use  of.  hammers, 
saws,  planes,  augers,  etc.,  etc.  The  amount  of  time  given  to  this  work 
was  not  large  (one  lesson  of  one  hour  each  week),  but  much  interest 
was  shown  in  the  work,  and  many  articles,  such  as  easels,  book  cases, 


INDUSTRIAL  EDUCATION  COMMISSION. 


45 


were  made  by  the  young  ladies  for  their  own  use.     Principal  Hagar 
says  that  the  results  are  satisfactory. 

The  Legislature  of  New  York  passed  an  act  in  1888  requiring  the 
State  normal  and  training  schools  u  to  include  in  their  courses  of  in- 
struction the  principles  underlying  the  manual  or  industrial  arts,  and 
also  practical  training  in  the  same  to  such  an  extent  as  the  Super- 
intendent of  Public  Instruction  may  prescribe,  and  to  such  further 
extent  as  the  local  boards  respectively  of  said  normal  and  training 
schools  may  prescribe." 

Table  of  Average  Appropriations  to  each  School,  &c. 


Tuition. 

- 

Average  annual 
appropriation 
from  State 
Treasury. 

Income  from  in- 
vested funds. 

Remarks. 

Alabama  
California,    ... 
Connecticut,    .    .    .    . 
Illinois,      
Iowa  

Free, 
Free, 
Free, 
Free, 
Free, 

$3,750  00 
29,875  00 
17,000  00 
27,276  78 
15,100  00 

$13,000  00 

Kansas, 

Free, 

32,000  00 

17,000  00 

Defrays  railroad  fare  of  each 

Louisiana,    

Free, 

8,500  00 

student  in  excess  of  |3.00. 

Maine, 

Free, 

6,333  33 

Maryland,    .... 
Massachusetts, 

Free, 
Free, 

10,500  00 
14,000  00 

State  aid  besides. 

Michigan,     .... 
Minnesota,   .... 
Missouri,  
Nebraska,     .... 

Free, 
Free, 

34,000  00 
13,750  00 
12,500  00 
20,000  00 

New  Jersey,    .    .    . 
New  Hampshire,  . 
New  York 

Free, 
Free, 

20,OUO  00 
9,000  00 
19,388  00 

Each  normal  school  has  shops 

Pennsvlvania 

5,000  00 

for  manual  training. 
The  State  pays  fifty  cents  a 

Rhode  Island,    .   .    . 
South  Carolina,     .    . 
Texas,     

Free,  . 
Free,  . 
Free,  . 

12,000  00 
5,100  00 
20,000  00 

week  to    certain   students 
and  £50.  00  as  a  graduation 
fee. 

Free  text  books  and  free  use 

Vermont,      
West  Virginia,   .   .    . 
Wisconsin,  

Free,  . 
Free,  . 
Free,  . 

2,20000 
10,000  00 

1,200  00 

of  libraries.  Half  the  board 
of  169  stu  ents  is  paid. 
243  free  scholarships. 

All  the  normal  schools  ex- 
cept one  were  wholly  sup- 
ported   by  the  income  of 
the  fund. 

From  the  foregoing  statements  it  is  evident  that  our  sister  States 
have  been  far  more  liberal  towards  their  State  Normal  Schools,  and 
that  several  are  in  advance  of  our  State  in  the  matter  of  manual  train- 
ing. Principal  Lytle  of  Millersville  says  they  have  begun  wood- work 
in  one  of  their  recitation  rooms,  which  has  been  fitted  up  for  the  pur- 
pose. This  school,  which  is  the  oldest  in  the  State,  has  perhaps  more 
room  in  its  buildings  than  any  other  school.  Nevertheless  the  priii- 


46  REPORT  OP  THE 

cipal  says:  uTo  be  properly  equipped  we  should  have  a  new  build- 
ing, and  should  need  an  appropriation  from  the  State  to  erect  and 
furnish  it.  Probably  the  buildings  for  the  different  schools  could  be 
erected  by  the  State  on  the  same  general  plan.'1  In  the  State  Normal 
Schools  of  Pennsylvania  manual  training  has  been  given  chiefly  in  the 
form  of  penmanship  and  drawing,  and  upon  the  play  ground  in  the 
shape  of  base  ball.  The  results  in  penmanship  and  drawing  are  com- 
paratively satisfactory  ;  the  instruction  in  these  branches  is  constantly 
improving,  and  no  change  need  here  be  recommended.  But  the  time 
and  effort  spent  upon  base  ball  might  be  turned  to  better  account. 
The  manual  skill  developed  by  this  game  is  truly  marvelous.  Think 
for  a  moment  of  the  elements  in  the  problem  which  the  pitcher  or  the 
catcher  must  solve !  Dr.  Thomas  Hill,  ex-president  of  Harvard,  says  : 
"  The  epicycloidal  theories  of  Hipparchus.  the  Newtonian  theory  of 
gravitation,  the  resolution  of  centripetal  and  centriiugal  forces,  the 
conic  sections  of  Appolonius,  and  the  modifications  of  these  curves  by 
the  resistance  of  the  air — all  these  are  involved  in  the  problem  and 
must  be  practically  solved  before  the  school  boy  can  give  his  fellow  a 
good  ball  or  catch  one  on  the  fly."  If  the  same  time  were  spent  upon 
work  in  wood  and  metals,  it  would  furnish  less  exhaustive  and  more 
valuable  exercise  for  both  body  and  mind,  and  a  kind  of  manual  skill 
would  be  developed  that  would  be  of  the  highest  utility  in  subsequent 
life. 

In  the  construction  or  repair  of  school  apparatus  many  teachers  are 
very  helpless.  They  do  not  know  how  to  fashion  wood,  to  mold  iron, 
to  solder  tin,  to  cast  lead,  to  temper  wire,  to  manipulate  glass,  etc., 
simply  because  they  have  not  been  taught  these  processes.  A  course 
in  manual  training  would  enable  teachers  to  construct  at  small  expense 
much  of  the  apparatus  which  they  need;  and  the  instruction  in  our 
public  schools  might  thus  be  greatly  improved.* 

There  is  nothing  to  hinder  the  introduction  of  work  iu  wood  and 
metals  and  of  instruction  in  sewing  and  cooking,  except  the  lack  of 
funds  with  which  to  provide  the  necessary  tools  and  appliances  and  to 
pay  for  the  additional  teaching  that  would  be  required. 

*Prof.  S.  R.  Thompson,  of  Westminster  College,  New  Wilmington,  Pa.,  (formerly 
State  Superintendent  of  Nebraska),  promised  his  trustees  that  if  they  would  give  him 
$600  to  investin  tools,  materials,  etc.,  he  would  at  the  end  ot  the  year  turn  over  to  the 
institution  a  thousand  dollars  worth  of  apparatus  for  the  teaching  of  physics.  The 
value  of  the  apparatus  by  catalogue  prices  was  found  to  exceed  $1,100.00.  Prof. 
Thompson  claims  that  with  $25.00  worth  of  materials  he  can  make  apparatus  for  at 
least  300  of  the  experiments  described  in  text  books.  Among  other  things  he  has 
constructed  a  machine  for  measuring  the  hourly  growth  of  a  plant. 

Prof.  J.  P.  Naylor  of  the  University  at  Bloomington,  Indiana,  claims  that  a  teach- 
er's manual  skill  should  enable  him  to  make  all  the  apparatus  needed  to  teach  Gage's 
Introduction  to  Physics  experimentally,  .with  the  exception  of  the  following  pieces: 
1.  Balances;  2.  Atwood's  machine;  3.  Eight  in  one  apparatus  ;  4.  Siren  in  one  appa- 
ratus ;  5.  Air-pump  ;  6.  Aneroid  Barometer  ;  7.  Thermometer ;  8.  Concave  and  convex 
mirror;  9.  Glass  prism  ;  10.  Setof  lenses;  11.  Pocket  spectroscope  ;  12.  RuhmkorfTs 
coil ;  13.  Pascal's  apparatus  :  14.  Pieces  requiring  skill  in  glass  blowing. 


INDUSTRIAL  EDUCATION  COMMISSION.  47 

Without  doubt  the  chief  hindrance  to  the  complete  success  of  the 
normal  schools  has  been  their  inability  to  secure  arid  keep  the  highest 
order  of  teaching  talent.  The  higher  salaries  of  the  city  and  county 
superin tendencies,  and  of  professorships  in  our  high  schools  and  col- 
leges, the  greater  emoluments  of  the  three  older  professions,  and  the 
more  profitable  lines  of  modern  business  are  constantly  drawing  away 
from  our  normal  schools  their  most  successful  teachers.  This  difficulty 
cannot  be  overcome  so  long  as  the  salaries  must  be  derived  from  tuition 
fees  paid  by  the  students,  most  of  whom  have  been  or  will  be  but  poorly 
remunerated  for  their  work  as  teachers  in  the  public  schools.  In  view 
of  these  facts  it  would  be  wise  at  no  distant  day  to  inaugurate  in  Penn- 
sylvania the  policy  of  her  sister  States  which  provide  by  appropriation 
for  the  salaries  of  the  instructors  in  their  normal  schools,  thus  offering 
free  tuition  to  all  students  who  are  preparing  to  teach. 


By  Superintendent  GEO.  J.  LUCKEY. 


INDUSTRIAL  EDUCATION  IN  THE  PUBLIC  SCHOOLS  OF  PENN- 
SYLVANIA. 


At  the  first  meeting  of  this  Commission,  held  in  Harrisburg,  Decem- 
ber, 1887,  I  was  requested  to  inquire  into  the  extent  to  which  manual 
training  had  been  introduced  into  the  schools  of  the  State,  and  report 
the  result  of  my  inquiries  to  the  Commission,  and  to  make  such  sug 
gestions  as  I  thought  prudent  and  wise  with  reference  to  State  aid  for 
the  furtherance  of  this  branch  of  school  work  in  the  public  schools  of 
the  Commonwealth.  By  travel  and  correspondence  I  find  that  no 
steps  have  yet  been  taken  by  the  local  school  authorities  looking  for 
the  introduction  of  any  branch  of  manual  training  in  any  of  the  un- 
graded country  schools  of  the  State;  but  in  quite  a  number  of  the 
populous  centers  a  beginning  has  been  made,  and  the  results  have 
been  very  generally  commended  by  the  intelligent  people  of  these 
localities.  In  Philadelphia  the  movement  has  assumed  a  very  consid- 
erable magnitude,  and  the  school  authorities  have  ceased  to  talk  of  it 
as  an  experiment,  and  are  actively  engaged  in  making  provision  for 
its  general  introduction  into  all  the  grades  of  the  city  schools.  Sev- 
eral excellent  institutions  of  a  higher  grade,  for  the  education  of  young 
men  for  the  arts  and  industries  have  long  existed  in  Philadelphia,  and 
the  excellent  work  done  by  them  has  created  a  public  sentiment  in 
favor  of  eye  and  hand  training  which  does  not  exist  in  most  sections 
of  the  State,  and  this  sentiment  has  greatly  aided  the  school  officials 
in  their  present  efforts  to  lay  the  foundation  for  this  work  in  the  pub- 


48  KEPORT  o^  THE 

lie  schools  of  the  city.  If  there  were  no  other  examples  presented, 
the  work  already  done  in  Philadelphia  would  sufficiently  demonstrate 
the  utility  and  feasibility  of  making  manual  training  a  part  of  the 
course  of  study  in  all  graded  schools.  While  other  cities  and  a  num- 
ber of  towns  in  the  State  have  made  satisfactory  experiments  in  this 
line,  none  have  as  yet  incorporated  it  permanently  into  their  school 
system.  Pittsburgh,  encouraged  by  the  generous  offer  of  Mr.  Henry 
Phipps,  Jr.,  to  provide  a  teacher,  opened  a  school  kitchen  for  the  train- 
ing of  young  ladies  in  the  art  of  cooking;  this  school  has  already  de- 
monstrated the  wisdom  of  its  projector,  and  will  most  likely  become 
part  of  the  school  system.  A  number  of  small  towns  on  the  Allegheny 
river  have  made  experiments  in  the  simpler  kinds  of  wood  and  iron  work, 
and  in  every  locality  visited  or  officially  heard  from,  every  effort  made 
to  extend  the  course  of  study  in  an  industrial  direction  has  met  and  is 
meeting  the  approval  of  the  citizens. 

While  my  instructions  did  not  contemplate  any  investigation  of  this 
subject  beyond  the  limits  of  the  Commonwealth,  I  have,  nevertheless, 
visited  a  number  of  cities  in  other  States  where  extensive  experiments 
have  been  made  in  this  line  of  school  work,  and  while  in  none  of  them 
is  the  work  so  extensive  or  general  as  in  Philadelphia  and  Boston,  yet 
in  Baltimore,  Washington,  Toledo  and  Cleveland,  they  have  each  a 
single  plant  in  which,  however,  very  thorough  and  practical  work  is 
done  for  a  certain  advanced  grade  of  pupils.  In  most  cities  where 
there  is  a  single  school,  the  plant  has  been  established  by  private  en- 
terprise, and  although  under  the  charge  of  the  public  school  authori- 
ties, it  is  usually  for  advanced  pupils,  and  its  advantages  are  not  within 
reach  ot  the  great  mass  of  pupils  that  attend  the  public  schools.  Often 
the  very  class  of  pupils  that  would  be  the  most  inclined  to  attend  these 
schools  and  who  need  most  the  training  here  offered,  do  not,  nor  can- 
not, remain  in  school  long  enough  to  be  admitted. 

It  will  thus  be  seen  that  in  order  to  extend  the  advantages  of  manual 
training  to  all  classes  of  children,  the  plan  of  establishing  special  schools 
and  employing  special  teachers  must  be  abandoned,  and  our  corps  ot 
regular  teachers  must  be  fitted  and  qualified  to  do  as  successful  and 
thorough  work  in  this  line  as  they  now  do  in  the  required  school 
branches. 

In  presenting  this  idea  to  a  number  of  prominent  men,  I  have  been 
uniformly  met  by  the  .question  "  are  all  our  teachers  to  be  educated 
in  carpentering,  tailoring/cooking  and  machine  building  ?  "  thus  show- 
ing that  the  fundamental  idea  of  manual  training  is  often  misunder- 
stood by  many  of  our  most  intelligent  citizens.  Hence  it  is  that  I 
place  second  in  importance  to  the  education  of  our  teachers  for  their 
work,  the  proper  education  of  the  people  in  the  objects  to  be  attained 
by  manual  training.  Somehow  the  idea  has  become  general,  that 
manual  training  means  the  training  of  children  for  specific  trades,  and 
that  the  children  are  to  be  fitted  in  the  schools  to  be  machinists,  car- 


INDUSTRIAL  EDUCATION  COMMISSION.  49 

penters,  joiners,  dressmakers  and  professional  cooks,  while  the  true 
idea  that  a  hand  and  eye  training  is  a  necessary  supplement  to  mental 
training,  to  round  out  and  complete  the  education  of  all  the  child's 
powers  and  faculties  and  properly  fit  him  for  all  (not  any  one)  of  life's 
callings  is  only  understood  by  the  few.  Reading,  writing,  arithmetic, 
geography  and  grammar  are  as  much  a  special  training  for  the  pro- 
fessions, and  no  more,  than  manual  training  is  for  the  trades.  While 
the  idea  of  trades  should  be  scrupulously  avoided  in  presenting  any 
plan  for  the  introduction  of  industrial  work  in  the  common  schools,  I 
desire  to  call  your  attention  specially  to  the  great  need  of  making  pro. 
vision  for  the  special  education  of  the  inmates  of  our  reformatories,  in 
some  of  the  common  industrial  callings,  so  that  when  they  are  released 
from  these  institutions  they  may  be  able  to  find  readily  some  useful 
and  honorable  employment  and  not  be  driven  by  necessity  to  join  the 
already  large  and  growing  army  of  professional  tramps  that  throng 
our  highways.  And,  if  not  foreign  to  the  objects  for  which  our  Com- 
mission was  organized,  I  would  like  to  suggest  to  you  the  propriety  of 
recommending  to  the  Legislature  the  necessity  of  taking  some  steps 
toward  securing  compulsory  primary  education. 

We  must  not  forget  that  we  are  a  republic,  and  that  every  citizen 
is  a  sovereign,  and  that  the  perpetuity  of  our  free  institutions  depends 
upon  the  intelligence,  virtue  and  culture  of  the  people.  The  rapid 
growth  in  population,  and  the  great  influx  of  an  uneducated  foreign 
element  that  appears  to  have  but  little  interest  in  the  proper  rearing 
of  their  children,  have  produced  a  long  list  of  uneducated  voters  in 
our  Commonwealth,  and  the  law  of  self-preservation  demands  that 
some  compulsory  measure  be  adopted  that  will  secure  to  every  child 
in  the  State  the  advantages  of  a  primary  education,  thus  making  him 
an  intelligent,  helpful  and  useful  member  of  society. 
Respectfully, 

GEO.  J.  LUCKEY. 


4  ED.  COM. 


50  REPORT  OF  THE 


APPENDIX  I. 


TECHNICAL,    AND    INDUSTRIAL,    EDUCATION    IN    THE    UNITED 

STATES. 


Technical  and  industrial  education  in  the  United  States  has  assumed 
several  different  forms.  It  has  been  established  either  by  private  in- 
itiative or  by  State  action  as  a  higher  scientific  and  technical  educa- 
tion, sometimes  independently,  sometimes  as  a  branch  of  larger  insti- 
tutions; and  it  has  in  a  large  number  of  instances  been  established  as 
manual  training  or  as  trade  training,  in  connection  with  special  grades 
of  the  public  school  system,  or  as  single  establishments  supported  by 
the  muniticence  of  individuals.  Previous  to  1862  there  had  been  es- 
tablished in  the  United  States  only  four  important  scientific  institu- 
tions, viz  :  the  Rennesselaer  Polytechnic  School  of  Troy,  New  York  ; 
the  Lawrence  Scientific  School  at  Cambridge,  Mass.,  in  connection 
with  Harvard  University ;  the  Sheffield  Scientific  School  at  New  Haven, 
Conn.,  in  connection  with  Yale  College;  the  Chandler  Scientific 
School,  in  connection  with  Dartmouth  College,  at  Hanover,  N.  H., 
and  the  Scientific  School,  in  connection  with  Union  College,  at  Schenec- 
tady,  N.  Y.  Of  these,  only  the  Troy  Polytechnic  was  a  separate  in- 
stitution, and  all  of  them  were  chiefly  occupied  with  mathematical 
instruction,  pure  and  applied.  Besides  these  should  be  mentioned, 
perhaps,  the  United  States  Military  Academy  at  West  Point,  and  the 
United  States  Naval  Academy  at  Annapolis,  both  established  and  main- 
tained by  the  United  States  Government,  and  having  the  special  aims 
indicated  by  their  names. 

Under  the  act  of  Congress  of  July  2d,  1862,  which  is  mentioned  in 
the  body  of  the  report,  one  or  more  institutions  have  been  established, 
in  each  State  of  the  Union,  the  " leading  object"  of  which,  as  stated 
in  the  words  of  the  law,  is  "  to  teach  such  branches  of  learning  as  are 
related  to  agriculture  and  the  mechanic  arts/'  The  development  of 
these  institutions  has  varied  largely  according  to  local  requirments. 
Some  of  them  have  devoted  themselves  almost  or  quite  exclusively  to 
instruction  in  the  sciences  directly  related  to  agriculture  ;  others  have 
covered  a  wider  field.  Several  of  them  have  given  special  attention 
to  instruction  in  the  mechanic  arts,  extending  it  to  include  all  the  lead- 
ing branches  of  mechanical  and  physical  science,  combined  with  an 
extensive  course  of  training  in  shop  work. 

The  most  important  of  those  belonging  to  the  latter  class  are  mem- 
tioned  in  the  accompanying  list.  Besides  the  institutions  founded 
upon  the  law  of  1862,  several  have  been  established  since  that  date 


INDUSTRIAL  EDUCATION  COMMISSION.  51 

which  have  attained  high  rank  in  these  particular  departments,  such 
as  Stevens  Institute,  at  Hoboken,  N.  J.;  Tulane  University,  at  New 
Orleans,  La.;  Lehigh  University,  at  Bethlehem,  Pa.;  the  Rose  Poly- 
technic Institute,  at  Terre  Haute,  Ind.;  the  Case  School  of  Applied 
Science,  Cleveland,  Ohio,  and  several  others  of  less  importance. 

In  order  to  ascertain  as  fully  as  possible  the  extent  to  which  manual 
training  and  industrial  education  in  general  is  in  progress  throughout 
the  United  States,  the  following  letter  of  inquiry  was  addressed  to 
each  State  and  Territorial  Superintendent  of  schools : 

STATE  COLLEGE,  CENTRE  Co.,  PA.,  July  ssd,  1888. 

DEAR  SIR  :  Will  you  be  kind,  enough  to  send  me  for  the  use  of  this  Commission 
any  copies  of  your  annual  report,  which  contain  statements  or  discussions  of  the  sub- 
ject of  industrial  education,  and  especially  any  other  documents  that  your  office  may 
have  published,  treating  particularly  on  this  subject.  I  desire  also  to  ascertain  how 
far  the  subject  has  been  introduced  into  the  schools  of  your  State,  either  public  or 
private;  and  if  you  would  have  the  accompanying  blank  filled  out,  so  that  I  may  as- 
certain the  results  of  the  work  in  such  places,  it  would  be  a  very  important  service 
to  our  State  and  to  the  Commission. 

Very  respectfully  yours, 

GEO.   W.   A.THERTON. 

Replies  to  this  letter  were  promptly  sent  by  the  State  Superinten- 
dents of  Alabama,  Colorado,  Connecticut,  District  of  Columbia,  Florida, 
Georgia,  Illinois,  Indiana,  Iowa,  Maryland,  Massachusetts, Minnesota, 
Missouri,  Nebraska,  Nevada,  New  Hampshire,  New  Jersey,  New  York, 
North  Carolina,  Ohio,  Oregon,  Rhode  Island,  South  Carolina,  Tennes- 
see, Vermont,  Virginia,  West  Virginia  and  Wisconsin.  They  not  only 
named  the  places  where  industrial  education  is  in  progress,  but  their 
replies  were  accompanied  in  many  cases  with  documents,  and  in  some 
with  helpful  suggestions. 

On  receipt  of  these  replies,  the  following  letter  was  addressed  to 
each  institution  or  officer  mentioned  in  them  : 

STATE  COLLEGE,  PA.,  September  14,  1888. 

DEAR  SIR  :  It  would  be  a  very  great  service  to  the  Commission  and  to  myself 
personally,  if  you  could  send  me  copies  of  your  reports  or  other  documents  giving 
full  accounts,  either  of  your  work  in  manual  training  or  of  any  discussion,  muni- 
cipal ordinances,  or  other  legislation  relating  to  it.  I  should  be  especially  glad  of 
anything  you  may  have  indicating  the  results  of  the  work  thus  far,  and.  the  attitude 
of  the  public  mind  towards  it.  No  details  can  be  too  minute  to  be  of  service.  I  shall 
be  glad  to  reciprocate  your  courtesy  by  any  means  in  my  power. 

Yours  very  respectfully, 

GEORGE  W.  ATHERTON. 

The  responses  to  this  letter  have  been  most  ample  and  generous, 
including  not  merely  printed  documents,  but  in  several  instances,  full 
and  detailed  statements  specially  prepared  for  the  use  of  the  Commis- 
sion. It  will  be  found,  accordingly,  that  the  facts  presented  in  this 
report  embody  the  results  of  the  most  varied  and  most  recent  experi- 
ence, and  maybe  accepted  as  furnishing  a  trustworthy  guide  for  simi- 
lar undertakings  in  this  Commonwealth,  which,  in  many  respects,  it 
will  be  seen  is  not  behind  her  sister  States. 

The  following  list  thus  obtained,  supplemented  in  pait  from  other 


52  REPORT  OF  THE 

sources,  will  give  some  idea  of  the  extent  to  which  this  work  has  been 
entered  upon.  The  list  includes  several  which  should  be  classed  un- 
der the  head  of  technical  or  scientific  institutions,  devoting  them- 
selves principally  to  the  higher  branches  of  such  instruction,  and 
having  little  or  no  relation  to  the  public  school  systems  of  their  re- 
spective States;  but  while  such  institutions  are  not  directly  connected 
with  the  inquiries  in  which  this  Commission  was  primarily  interested, 
it  seemed  desirable  to  give  them  a  place  in  the  enumeration,  in  order 
to  indicate  the  facilities  already  provided  for  higher  as  well  as  for 
lower  technical  training.  Much  care  has  been  used  to  make  the  list 
as  nearly  complete  as  possible,  and  it  is  believed  to  contain  every 
place  in  which  manual  training  has  been  undertaken  to  any  import- 
ant-extent; yet  the. movement  in  this  direction  is  so  general  that  it 
would  not  be  surprising  to  find  that  schools  had  been  established  even 
while  this  report  is  going  through  the  press.  It  should  be  added,  to 
avoid  misapprehension,  that  the  list  does  not  include  the  institutions 
known  as  u  industrial  schools,"  which  are  to  be  found  in  very  many 
places  throughout  the  country.  Such  schools  are  generally,  if  not 
always,  either  charitable  or  corrective,  and  designed  for  poor,  home- 
less or  otherwise  unfortunate  children.  Manual  occupations  are  there 
followed  for  the  purpose  of  giving  employment  and  forming  habits  of 
industry,  rather  than  with  an  educational  aim,  and  therefore  have  no 
place  in  the  present  work. 

Places  in  which  Technical  or  Industrial  Education  is  Carried  on. 

In  the  State  of  Alabama : 
Auburn,  State  Agricultural  and  Mechanical  College  ;  Montgomery, ;  Tus- 

Jcegee,  Normal  School;  Huntsvilte, . 

In  the  State  of  Colorado  : 

Denver,  Denver  University  (Haish  Manual  Training  Department);  Fort  Col- 
lins, State  Agricultural  College. 
In  the  District  of  Columbia  : 

Washington,  Public  Schools. 
In  the  State  of  Connecticut : 

Mansfield,  Storrs  Agricultural  College  ;    New  Britain,  Normal  School  ;    New 

Haven,  Public  Schools. 
In  the  State  of  Florida  : 

Jacksonville,  Colored  Graded  School. 

Lake  City,  State  Agricultural  College. 
In  the  State  of  Georgia : 

Atlanta,  Atlanta  University;  School  of  Technology. 
In  the  State  of  Illinois : 

Beardstown,  Public  Schools. 

Chicago,  Chicago  Manual  Training  School. 

Moline,  Public  Schools. 

Perv,  Public  Schools. 

Urbana,  Illinois  State  University. 
In  the  State  of  Indiana  : 

Indianapolis,  Public  Schools. 

Lafayette,  Purdue  University. 

Terre  Haute,  Rose  Polytechnic  Institute. 
In  the  State  of  Iowa : 

Ames,  State  Agricultural  College. 


INDUSTRIAL  EDUCATION  COMMISSION.  53 

In  the  State  of  Maine  : 

Orona,  The  State  College  of  Agriculture  and  the  Mechanic  Arts. 
In  the  State  of  Maryland  : 

Baltimore,  Public  Schools. 

Kent  county,  Public  Schools. 

McDonogk,  McDonogh  Institute. 

Talbot  county,  Public  Schools. 
In  the  State  of  Massachusetts  : 

Boston,  Public  Schools  ;  Institute  of  Technology. 

Cambridge,  Public  Schools  (Rindge  Manual  Training  School). 

New  Bedford,  Public  Schools. 

Salem,  Girls'  Normal  School. 

(Springfield,  Public  Schools. 

Worcester,  Worcester  Polytechnic  Institute. 
In  the  State  of  Minnesota: 

Minneapolis,  Public  Schools  ;  University  of  Minnesota. 

St.  Paul,  Public  Schools. 
In  the  State  of  Missouri  : 

St.  Louis,  Polytechnic  School  of  Washington  University. 
In  the  State  of  Nebraska  : 

Omaha,  Public  Schools. 
In  the  State  of  Nevada  : 

Carson  City,  Carson  High  Schools  ;  State  Orhpans'  Home. 
In  the  State  of  New  Hampshire  : 

Concord,  Public  Schools. 

Dover,  Public  Schools. 

Manchester,  Public  Schools. 

Nashua,  Public  Schools. 
In  the  State  of  New  Jersey. 

Elizabeth,  Public  Schools. 

Hoboken,  Public  Schools  ;  Stevens  Institute  of  Technology. 

Montclair,  Public  Schools. 

Morristown,  Public  Schools. 

Newark,  Public  Schools. 

Orange,  Public  Schools. 

Vineland,  Public  Schools. 
In  the  State  of  New  York. 

Albany,  High  School. 

Brooklyn,  Pratt  Institute, 

Ithaca,  Cornell  University. 

Jamestown,  Public  Schools. 

New  York  City,  Public  Schools  (12)  ;  College  of  the  City  of  New  York  ;  Hebrew 
Technical  Institute  ;  Workingmen's  School ;  Industrial  Educational  Associa- 
tion. 

Troy,  Rennesselaer  Polytechnic  Institute. 
In  the  State  of  Ohio  : 

Cincinnati,  Technical  School. 

Cleveland,  Case  School  of  Applied  Science  ;  Manual  Training  School. 

Toledo,  Manual  Training  School. 
In  the  State  of  Pennsylvania  : 

Carlisle,  Indian  School. 
.    Haverford,  Haverford  College. 

Philadelphia,  Manual  Training  School  ;  Girard  College  ;  Pennsylvania  Museum 
and  School  of  Industrial  Art ;  Spring  Garden  Institute. 

South  Bethlehem,  Schools  of  Civil  and  Mechanical  Engineering,  Mining  and 
Metallurgy  (Lehigh  University). 

State  College,  The  Pennsylvania  State  College  (department  of  Mechanic  Arts  and 
Mechanical  Engineering). 


54  KEPORT  OF  THE 

In  the  State  of  Pennsylvania — Continued. 

Swarthmore,  Swathmore  College. 

Tidioute,  Manual  Training  School. 
In  the  State  of  Rhode  Island  : 

Newport,  Girls'  Industrial  School  ;  Boys'  Industrial  School. 

Providence,  Friends'  School ;  Incidentally  in  some  of  the  Public  Schools. 
In  the  State  of  South  Carolina : 

Charleston,  Porter  Academy. 

Chester,  Brainerd  Institute  (colored). 

Columbia,  South  Carolina  University  ;  Benedict  Institute  (colored). 

Orangeburg,  Claflin  University  (colored). 
In  the  State  of  Virginia : 

Blacksburg,  Virginia  Agricultural  and  Mechanical  College. 

Crozet,  Miller  Manual  Labor  School. 

Hampton,  Hampton  Normal  and  Agricultural  Institute. 

Richmond,  Mechanics'  Institute. 
In  the  State  of  Wisconsin  : 

Tomah,  Public  Schools ;  Sparta,  Public  Schools  ;  West  Eau  Claire,  Public 
Schools  ;  Whitewater,  State  Normal  School ;  Milwaukee,  State  Normal  School ; 
Staughton,  Public  Schools ;  Madison,  University  of  Wisconsin. 

The  superintendents  of  schools  in  the  following  States  and  Territories 
failed  to  reply  to  the  repeated  inquires  of  the  commission  : 

Arizona,  Arkansas,  California,  Dakota,  Delaware,  Idaho,  Kansas, 
Kentucky,  Louisiana,  Maine,  Mississippi,  Montana,  Michigan,  New 
Mexico,  Texas,  Utah,  Washington  and  Wyoming. 

The  following  accounts  of  the  organization  and  work  of  different  in- 
stitutions is  arranged  in  the  order  of  States  alphabetically.  It  would 
be  more  useful  for  some  purposes  to  classify  the  institutions  in  groups, 
according  to  their  general  character  and  aim  ;  but,  aside  from  the  in- 
herent difficulties  of  such  a  classification,  the  present  arrangement 
seems  more  desirable  as  showing  the  extent  of  the  distribution  of 
industrial  education  throughout  the  country.  Not  all  institutions 
mentioned  in  the  preceding  list  are  described  in  the  following  pages. 
The  design  has  been  to  include  all  the  most  important  instances  of 
industrial  education  not  above  the  high  school  grade,  in  connection 
with,  or  in  close  relation  to  the  public  schools,  with  a  sufficiently  full 
account  of  a  few  typical  institutions  of  higher  grade. 

The  information  given  is  compiled  mostly  from  documents  issued 
by  the  institutions  themselves,  but  quotation  marks  are  introduced 
only  in  cases  where  passages  of  considerable  length  are  quoted  with- 
out change  of  phraseology  or  arrangement : 


INDUSTRIAL  EDUCATION  COMMISSION.  55 

1.  ALABAMA. 

1.   The  Alabama  Polytechnic. 

u  The  Alabama  State  Agricultural  and  Mechanical  College,"  or 
u  The  Alabama  Polytechnic  Institute,"  at  Auburn,  makes  manual 
training  obligatory  upon  students  of  the  three  lower  classes  of  the  col- 
lege. The  full  work  of  each  class  is  six  hours  per  week,  in  three  ex- 
ercises of  two  hours  each. 

The  nature  of  the  work  in  each  department  is  as  follows  : 

FIRST  YEAR. 

I.  A  course  of  carpentry  (hand  work,  covering  the  first  term  and 
part  of  the  second,  or  about  five  months). 

The  lessons  include  instruction  on  the  nature  and  use  of  tools,  in- 
struction and  practice  in  shop  drawing,  elementary  work  with  plane, 
saw,  chisel,  etc.,  different  kinds  of  joints — timber  splices,  cross  joints, 
mortise  and  tenon,  mitre  and  frame  work,  dovetail  work,  comprising 
different  kinds  of  joints  used  in  cabinetmaking,  light  cabinet  work, 
examples  in  building,  framing,  roof  trusses,  etc. 

II,  A  course  in  turning,  extending  through  the  three  months  of  the 
third  term.     The  lessons  comprise,  first,  nature  and  use  of  lathe  and 
tools,  plain  straight  turning,  caliper  work  to  different  diameters  and 
lengths,  simple  and  compound  curves,  screw  plate  and  chuck  work, 
hollow  and  spherical  turning. 

SECOND  YEAR. 

I.  A  course  in  patternmaking,  covering  the  first  half  of  the  first 
term.     The  work  includes  a  variety  of  examples  of  whole  and  split 
patterns,  core  work,  etc.,  giving  the  students  familiarity  with  the  use 
of  patterns  for  general  molding. 

II.  A  course  in  molding  and  casting  in  iron  and  brass,  occupying 
ten  weeks.     The  work  consists  for  the  most  part  of  small  articles,  such 
as  light  machine  parts ;  but  a  sufficient  variety  of  forms  are  introduced 
for  the  student  to  acquire  a  good  general  practical  knowledge  of  the 
usual  methods  and  appliances  used  in  light  foundry  work.     Most  of 
the  work  is  in  green  sand  in  two-part  flasks.     Core  work  is  also  given, 
and  some  three-part  flask  and  some  dry  sand  work  is  introduced. 

The  same  patterns  which  have  been  previously  made  by  students 
are  used,  besides  special  patterns  for  occasional  larger  or  more  com- 
plicated work.  Instruction  and  practice  is  given  in  working  the  cu- 
pola, each  student  in  turn  taking  charge  of  a  melting. 

III.  A  course  in  forge  work  in  iron  and  steel  occupying  the  remain- 
der of  the  year.     The  lessons  are  arranged  so  that  the  students,  in  mak- 


56  KEPORT  OF  THE 

ing  the  series  of  objects,  become  familiar  with  the  nature  of  the  metals 
and  the  successive  steps  in  working  them  by  hand  into  simple  and 
complex  forms,  as  drawing,  upsetting,  bending,  cutting,  punching,  weld- 
ing by  various  methods,  tool  forging,  hardening,  etc. 

In  connection  with  this  second  year  work,  a  series  of  lectures  is  given 
on  the  matallurgy  and  working  of  the  metals  used  in  the  industrial 
arts,  cast  and  wrought  iron,  steel,  brass,  etc. 

THIRD  YEAR. 

I.  A  course  in  chipping  and  filing  covering  the  first  term.     The  les- 
sons comprise  work  on  cast  and  wrought  iron,  chipping  to  line  on  flat 
and  curved  surfaces,  key-seating,  etc.,  filing  and  finishing   to  line 
(straight   and   curved),  surface  filing  and   finishing,  fitting,  slotting, 
dove-tail  work,  sliding  and  tight  fits,  sawing,  pin,  screw  and  key  filing, 
surface  finishing  with  scraper,  etc. 

II.  Machine  work,  occupying  the  remainder  of  the  year.  The  work 
includes  cast  and  wrought  iron,  steel  and  brass,  turning  to  various  di- 
ameters and  lengths,  taper  turning,  facing  with  chuck  and  face  plate, 
drilling  both  in  lathe  and  drill  press,  reaming,  boring,  screw  cutting  in 
lathe  and  with  taps  and  dies,  planing,  slotting,  etc.,  with  planer  and 
shaper,  milling  various  forms  with  the  milling  machine,  fitting,  grind- 
ing, polishing,  etc. 

Lectures  are  also  given  during  the  year  on  various  subjects  con- 
nected with  machine  work  in  metals,  such  as  forms,  construction  and 
use  of  the  various  machines,  cutting  tools,  gearing,  gauges,  screw 
threads,  etc.  During  the  last  term  some  piece  of  construction  work  is 
given  the  classes. 

Instruction  is  generally  given,  first,  by  blackboard  drawings  or 
sketches  which  the  student  copies,  with  dimensions  in  note  book,  with 
which  each  one  provides  himself;  thus  each  one  works  from  his  own 
notes.  This  is  supplemented,  whenever  necessary,  by  the  actual  con- 
struction of  the  lessons  by  the  instructor  before  the  class  ;  second,  by 
inspection  and  direction  at  the  bench  by  the  instructor. 

Students  desiring  to  pursue  the  study  of  applied  mechanics  beyond 
the  above  course  will  take  a  special  course  of  steam  and  mill  engi- 
neering, supplemented  by  experiment  and  practice  with  the  appara- 
tus, including  steam  generation  and  the  forms,  construction  and  use 
of  steam  boilers  and  accompanying  apparatus,  steam  as  a  motive 
power,  and  forms,  construction  and  use  of  the  steam  engine,  with  the 
study  and  use  of  the  indicator,  transmission  of  power,  shafting,  belt- 
ing, gearing,  etc. ;  also  elementary  theoretical  mechanism. 

DRAWING. 

Drawing  is  a  univeisal  language  of  great  value  as  a  means  of  edu- 
cation, constituting  the  basis  of  all  mechanical  work.  No  student  can 
successfully  pass  through  the  school  of  mechanic  arts  without  a 
knowledge  of  mechanical  drawing;  hence,  it  is  made  prominent,  and 


INDUSTRIAL  EDUCATION  COMMISSION.  57 

the  pupils  are  first  taught  how  to  read  and  make  a  working  drawing 
in  plan,  elevation  and  section. 

Each  exercise  is  placed  on  the  blackboard  as  a  working  drawing. 
This  the  student  copies  in  his  note  book,  and  is  required  to  reproduce 
it  to  scale  in  wood  or  metal. 

This  passage  from  the  abstract  to  the  concrete  is  a  mental  exercise 
of  the  highest  educational  value.  In  the  higher  classes,  he  will  be  re- 
quired to  make  working  drawings  of  machines  from  direct  measurement. 

The  educational,  economic  and  social  value  of  the  work  is  thus  set 
forth  in  a  special  report  of  the  institution  for  1888  :  ''Among  the  many 
educational  advantages  of  manual  training  in  the  mechanic  arts,  when 
associated  with  those  studies  that  constitute  a  general  and  liberal  edu- 
cation, may  be  mentioned  the  following : 

(1).  It  satisfies  and  cultivates  the  boy's  instinct  for  activity,  and 
directs  it  towards  the  useful  and  beautiful. 

(2).  It  excites  pleasure  in  work  and  in  the  acquisition  of  skill,  pro- 
duces self-confidence  and  self-reliance. 

(3J.  It  cultivates  and  excites  concentration,  attention  and  persever- 
ance. All  these  are  required  of  the  student  to  successfully  reproduce 
his  drawing  in  the  concrete  with  the  correct  measurements. 

(4).  It  awakens  and  trains  the  artistic  powers  and  talents,  and  does 
this  at  an  early  age,  preventing  arrest  by  disuse,  and  giving  oppor- 
tunity for  full  development. 

(5).  It  awakens  and  cultivates  the  senses  and  constructive  faculties, 
and  secures  knowledge  and  ppwer,  acquired  in  no  other  way. 

(6).  The  knowledge  obtained  in  this  school  by  working  and  doing 
the  things  required  is  impressive  and  lasting.  That  which  is  appre- 
hended through  the  hand,  eye  and  brain  becomes  a  fixed  part  of  the 
mental  furniture. 

(7).  It  teaches  the  student  to  observe,  investigate,  test  and  invent. 

(8).  It  gives  healthy  exercise  to  different  parts  of  the  body,  and 
thus  in  a  great  degree  is  a  substitute  for  gymnastic  exercises. 

(9).  The  active  occupations  of  the  mechanic  arts  laboratory  prevent 
idleness  and  inspire  diligence,  and  thus  give  a  healthy  tone  to  the 
mind  and  character. 

(10).  It  gives  the  young  graduate,  by  the  acquisition  of  industrial 
skill,  the  ability  to  do  something,  with  consequent  self-reliance  and 
increased  power. 

(11).  It  elevates  and  gives  dignity  to  manual  labor.  Brain  power 
and  manual  skill  ennoble  every  form  of  occupation. 

(12).  It  enlarges  the  choice  of  vocations  and  will  tend  to  increase 
the  number  of  manufacturing  enterprises,  and  thereby  add  wealth  to 
the  State  in  diversifying  industries. 

(13).  The  association  of  mental  and  manual  training,  when  gener- 
ally adopted  in  our  systems  of  education,  will  have  an  important  bear- 
ing on  the  solution  of  the  problem  of  the  relation  of  capital  to  labor." 


58  KEPORT  OP  THE 

Dr.  Broun.  President  of  the  Institution,  writes: 

u  Manual  Training  was  introduced  in  the  college  in  1885.  The  en- 
gine, lathes  and  appliances  for  wood  work  were  purchased  and  the 
lower  classes  were  taught  carpentry,  turning,  etc.  In  1886  there  were 
built  two  rooms  32x36  for  forge  and  foundry;  these  were  supplied 
with  proper  equipment.  Our  work  in  two  years  had  made  a  favorable 
impression  and  we  received  a  small  special  appropriation  from  the 
Legislature.  With  this  there  was  purchased  an  excellent  equipment  for 
the  machinery  department  We  are  now  well  equipped  in  the  four 
departments  of  wood,  forging,  foundry  and  machinery. 

With  us  each  student  in  college,  except  those  in  the  junior  and 
senior  classes,  is  required  to  take  six  hours  a  week  in  mechanic  arts- 
The  course  is  optional  with  the  junior  and  senior  classes. 

We  have  had  three  years'  experience  in  manual  training,  and  are 
satisfied  that  its  introduction  has  been  of  much  benefit  to  the  students 
and  has  made  a  most  favorable  impression  on  our  patrons  and  the 
State  generally.  The  college  is  now  regarded  as  an  essential  factor  in 
the  educational  development  of  the  State,  and  will  receive  from  it,  I 
am  very  confident,  all  necessary  support. 

The  work  greatly  interests  the  students.  Some  acquire  consider- 
able skill  and  do  excellent  work,  in  the  short  time  allowed  to  it.. 
Three  exercises  a  week,  two  hours  each,  is  as  much  as  can  be  given 
here,  as  we  have  also  three  exercises  in  military  drill.  I  regard  the 
work  in  mechanic  arts  as  a  valuable  educational  auxiliary,  that  tends 
to  aid  intellectual  development,  form  habits  of  industry  and  influence 
character  for  good.  It  is  an  educational  feature  of  great  importance, 
one  that  will  in  time  exert  a  lasting  influence  of  benefit  to  the  State. 

2.  Tuskeg-ee  Normal  School. 

The  Tuskegee  Normal  School  was  established  by  act  of  the  Legis- 
lature of  Alabama,  passed  in  1880,  and  was  opened  in  a  church,  July 
4,  1881,  with  thirty  students  and  one  teacher. 

In  the  same  year  that  the  school  was  opened,  the  present  location 
(consisting  then  of  one  hundred  acres  of  land  and  three  small  build- 
ings) was  paid  for  by  friends  of  the  school  outside  of  the  State  appro- 
priation. 

The  corner  stone  of  'Porter  Hall'  was  laid  at  the  close  of  the  first 
session,  and  the  building  was  completed  at  the  close  of  the  second 
session  at  a  cost  of  $6,000. 

Work  was*  begun  on  'Alabama  Hall'  in  the  summer  of  1884. 
This  building,  which  has  been  completed  and  is  now  being  occupied, 
is  a  brick  structure  43x76,  four  stories  high,  and  contains,  beside  dor- 
mitories for  one  hundred  young  women,  dining  room  and  kitchen  for 
all  the  students  and  reading  room  and  parlor  for  the  girls.  The  two 
main  halls,  with  the  brick  cottage  now  being  erected  for  young  men, 
will  furnish  ample  accommodations  for  all. 


INDUSTRIAL  EDUCATION  COMMISSION.  59 

The  school  is  now  in  the  sixth  year  of  its  existence,  has  eighteen 
officers  and  teachers,  and  an  enrolment  of  294  students  representing 
nearly  every  county  in  Alabama  and  five  States. 

On  the  establishment  of  the  school,  the  State  of  Alabama  appro- 
priated $2,000  annually,  for  its  support.  This  amount  was  increased 
to  $3,000  in  1882.  The  State  fund  is  used  entirely  to  pay  tuition,  but 
is  not  more  than  two-fifths  enough  to  cover  that  item. 

For  money  for  buildings,  land,  apparatus  and  to  help  pay  teachers' 
salaries,  the  school  looks  to  its  friends  North  and  South. 

The  property  is  deeded  to  a  board  of  trustees,  six  of  whom  reside 
in  the  North  and  five  in  the  South. 

Work  is  required  of  all  the  students  for  purposes  of  discipline  and 
instruction,  and  of  teaching  the  dignity  of  labor.  A  few  students 
with  no  money  work  all  day  and  attend  school  at  night  for  a  year.  In 
this  way  they  earn  money  with  which  to  pay  their  expenses  in  the 
day  school  the  succeeding  year. 

The  various  lines  of  work  carried  on,  with  the  results  attained,  are 
indicated  by  the  following  extracts  from  the  u  Sixth  Annual  Report" 
of  the  school. 

FARM. 

More  has  been  done  on  the  farm  this  year  (1887)  than  in  any  pre- 
vious one.  Good  crops  of  corn,  potatoes,  peas,  melons  arid  other  veg- 
etables have  been  produced.  These  have  been  used,  for  the  most 
part,  in  the  school  boarding  department,  but  a  quantity  has  been  sold 
to  outside  purchasers.  An  addition  by  purchase  of  sixty  acres  of 
land,  makes  the  school  farm  about  600  acres.  Of  this,  475  acres  are 
in  woods;  the  remainder  is  available  for  tillage  each  year. 

The  brick-yard  is  operated  in  connection  with  the  farm.  There 
have  been  made  this  year,  150.000  bricks  for  the  boys'  cottage  and 
outside  sale.  There  is  a  good  demand  for  brick  in  the  town  of  Tus- 
kegee  and  the  country  around,  and  as  there  is  no  other  yard  near,  the 
school  enjoys  almost  a  monopoly  of  the  brick  trade  of  the  community 

SAW  MILL. 

This  is  proving  one  of  the  most  paying  "of  our  industries.  More 
than  150,000  feet  of  lumber  have  been  sawed,  principally,  from  tim- 
ber from  our  own  woods. 

CARPENTER  SHOP. 

The  work  of  this  department  has  been  greatly  extended  this  year 
(1887).  All  of  the  wood  work  of  buildings  put  up  by  the  school,  is 
now  done  by  student  mechanics  trained  in  the  Slater  carpenter  shop. 
Besides  this,  much  of  the  furniture  used  by  the  school,  as  beds,  tables 
wardrobes,  benches,  etc.,  is  manufactured  in  this  department. 

None  of  our  industries  have  developed  more  rapidly  than  this  one 
and  none  produced  better  results. 


60  REPORT  OF  THE 

FEINTING  OFFICE. 

The  work  of  the  school  printing  office  will  compare  favorably  with 
that  of  any  job  office  in  the  State  having  no  more  facilities  than  it  has. 

Besides  doing  all  of  the  school  printing,  including  catalogues,  re- 
ports, circulars,  a  monthly  paper  and  a  large  amount  of  miscellaneous 
work,  the  office  prints  the  minutes  of  conventions,  bill  heads,  letter 
heads,  dodgers,  etc.,  etc.,  for  outside  parties. 

The  demand  for  negro  printers  in  the  South  is  much  greater  than 
the  supply. 

Two  of  the  members  of  this  year's  graduating  class  have  a  practi- 
cal knowledge  of  the  printer's  trade  which  they  acquired  in  the  school 
office. 

INDUSTRIAL  ROOM. 

The  work  of  this  department  has  been  especially  creditable  this 
year.  It  has  employed  a  large  number  of  young  women  daily  in  cut- 
ting and  making  garments,  crocheting,  embroidering  and  doing  gen- 
eral repairing. 

IN  GENERAL. 

The  industrial  operations  of  the  school  grow  more  satisfactory  each 
year.     The  actual  work  done  is  of  greater  value  to  the  school,  and  the 
instruction  the  student  receives  is  of  a  more  helpful  character  to  him. 
In  all  of  the  work,  instruction  to  the  student  is  made  paramount. 
a  Three  things  are  accomplished  through  the  work  system,  viz  : 
u  1st.  The  students  are  enabled  to  pay  a  part  of  their  expenses  of 
board,  books,  etc,,  in  labor. 
kt  2d.  They  learn  how  to  work. 
"  3d.  They  are  taught  the  dignity  of  labor." 
Mr.  B.  T.  Washington,  principal  of  the  school,  writes  : 
"  Since  the  establishment  of  this  Institution,  the  area  for  industrial 
education  has  been  considerably  enlarged  here,  and  as  far  as  my  ex- 
perience leads  me  I   can   say  that  its  successful   operations,  being 
closely  associated  with  the  mental  training,  have  been  entirely  satis- 
factory.    By  training  the  hand  to  some  industrial  calling  the  mind  of 
the  student  acquires  more  firmness  and  stability  of  purpose  in  life, 
and  is  better  fitted  to  take  in  the  four  years'  normal  educational 
course.     By  learning  how  to  work,  while  they  are  at  the  same  time 
broadening  their  minds,  the  students  are  taught  the  dignity  of  labor, 
and  so  they  become  thereby  useful  citizens  and  helpful  to  others.     In 
the  industrial  branches  there  have  been  sent  forth  a  competent  plas- 
terer, a  carpenter,  a  printer  and  young  men  with  more  practical  and 
enlightened  ideas  of  farming.    All  the  buildings  on  the  school  grounds 
have  been  erected  by  students'*  labor.     The  bricks  were  made  by  them, 
the  lumber  was  sawed  and  worked  up  by  them,  and  there  has  recently 
gone  up  a  new  building  called  ' Armstrong  HailJ  wholly  the  work  of 
students."     [The  italics  are  ours.] 


INDUSTRIAL  EDUCATION  COMMISSION.  61 


II.  DISTRICT  OF  COLUMBIA. 

Public  Schools  of  the  District. 

During  the  first  eight  years,  systematic  and  progressive  instruction 
is  given,  beginning  with  the  various  kindergarten  exercises  and  con- 
tinuing to  more  advanced  work — molding  and  drawing — both  free- 
hand mechanical. 

In  the  seventh  and  eighth  grades  of  the  schools,  work  is  carried  on 
in  the  shops.  This  includes  : 

First  Year. 

(  Two  Hours  a  Week  Throughout  the  Year.) 
Seventh  and  Eighth  Grades. 

BENCH  WORK. 

The  correct  method  of  using  planes,  handsaws,  chisels,  gouges, 
brace  and  bits,  hammer,  gauge,  and  other  tools,  and  the  working  of 
different  kinds  of  wood. 

The  laying  out  of  work  with  knife  and  pencil,  using  try- square, 
bevel  and  dividers,  and  working  from  drawings  executed  by  the  pupil 
himself.  The  making  of  plain  and  of  more  complex  mortise-and-tenon 
joints,  dovetailing  and  plain  cabinet-making;  articles  of  practical 
utility  for  the  schools  and  shops ;  the  putting  together  of  work  with 
brads,  nails,  screws  and  glue  ;  the  care  and  sharpening  of  edged  tools; 
the  use  of  circular  saws. 

Lectures  on  wood  and  other  material  used  in  the  shops,  showing 
where  and  in  what  condition  each  is  found,  and  by  what  processes  it 
is  prepared  for  use  or  for  market.  Also,  lectures  on  the  manufacture 

of  tools. 

Second  Year. 

(Two  Hours  a   Week  Throughout  the   Year.) 
Eighth  Grade  and  High  School. 

LATHE  WORK. 

The  use  of  all  the  hand  wood-turning  tools,  embracing  plain  and 
fancy  turning  in  hard  and  soft  wood,  inside  and  outside ;  the  use  of 
chucks  and  face  plates  ;  pattern  turning. 

MOLDING. 

Bench  molding  in  sand  and  casting  soft  metal,  embracing  the  use 
of  stickers,  trowels,  riddle,  etc.,  using  patterns  made  by  the  pupil 
himself. 

FORGING. 

The  forging  of  small  articles  of  soft  iron  and  steel,  and  steel  tools, 
with  instruction  in  the  simpler  methods  of  manufacture  of  iron  and  steel. 
Practice  in  welding  iron. 
Practice  in  hardening  and  tempering  steel. 
Lectures  on  metallurgy. 


62  REPORT  OF  THE 


III.  CONNECTICUT. 

New  Haven  Public  Schools. 

The  following  statements,  quoted  from  the  annual  reports  of  the 
Board  of  Education  for  1887  and  1888,  indicate  the  policy  of  the  New 
Haven  public  schools  with  reference  to  manual  training: 

The  decision  was  made  one  year  ago,  in  September,  1886,  to  estab- 
lish manual  training  in  a  central  shop  and  to  employ  a  permanent 
instructor.  The  room  provided  is  eighty  five  feet  long  by  twenty -five 
feet  wide,  is  lighted  on  three  sides,  is  easy  of  access,  and  fitted  with 
twenty  four  benches,  complete  sets  of  carpenters'  tools  and  other  con- 
veniences. 

Under  the  direction  of  a  "  practical  mechanic  and  designer,  with 
some  experience  in  teaching,  instruction  was  commenced  November  1, 
1886,  and  since  that  time  ten  classes  of  twenty-four  boys  each,  making 
one  class  from  each  grammar  school,  has  received  two  hours  instruc- 
tion each  week. 

The  basis  upon  which  the  boys  were  selected  is  best  understood 
from  the  instructions  sent  to  the  principals  at  that  time. 

u  By  vote  of  the  Committee  on  Schools  you  are  hereby  instructed 
to  select  twenty-four  boys  from  rooms  11  and  12  for  instruction  in 
manual  arts.  The  selection  is  to  be  made  at  your  discretion,  with 
the  exception  that  none  are  to  be  taken  who  have  been  poor  in 
deportment  or  who  have  been  negligent  in  their  school  duties.  It  is 
recommended  that  preference  be  given  to  those  who  have  not  had 
previous  training  of  this  kind  and  who,  being  desirous  of  it,  are  likely 
to  gain  a  benefit  from  it.  Those  chosen  as  members  of  the  several 
classes  are  not  to  be  dropped  during  the  year  unless  they  fail  to  sus- 
tain an  excellence  in  scholarship  equal  to  their  record  prior  to  this 
time.  If  they  clearly  fail  to  do  this  they  are  to  be  dropped  and  others 
are  to  be  substituted." 

A  systematic  course  of  lessons  has  been  given,  involving  use  of 
the  ordinary  tools,  and  practice  in  the  various  steps  of  carpentry. 
Little  attempt  has  been  made  to  construct  articles  of  utility. 

An  optional  class  in  wood-carving  attended  on  Saturday  mornings 
and  excellent  specimens  of  handiwork  were  the  result. 

In  both  carpentry  and  wood-carving,  working  drawings  were  made 
and  used  as  a  guide.  It  cannot  be  said  that  all  the  work  was  performed 
with  the  care  that  could  be  desired.  Some  boys  were  heedless  and 
seemed  to  lack  the  power  of  close  attention  and  nice  execution.  The 
entire  inability  of  some  to  use  their  hands  at  first  and  the  decided 
gain  in  manual  power  exhibited  after  a  few  months  of  practice,  fur- 


INDUSTRIAL  EDUCATION  COMMISSION.  63 

nish  strong  arguments  in  favor  of  such  training.     Says  Superintendent 
E.  P.  Seaver  of  Boston,  concerning  the  value  of  manual  training: 

"  This  workshop  or  laborarory  method  of  instruction  brings  the 
learner  face  to  face  with  the  facts  of  nature.  His  mind  increases  in 
knowledge  by  direct  personal  experience  with  forms  of  matter  and 
manifestations  of  force.  No  mere  words  intervene.  Abstract  defi- 
nitions, statements  and  rule  are  put  asi'de.  They  are  not  recognized 
as  knowledge,  but  only  as  the  frames  or  cases  into  which  knowledge 
can  be  put  when  it  is  got.  I  firmly  believe  that  the  introduction  of 
the  manual  training  element  into  our  school  work  will  promote  slill 
further  their  salutary  reform ;  that  it  will  tend  to  abolish  the  mere 
formal  teaching,  of  which  there  is  yet  too  much,  and  replace  it  with 
real  teaching,  a  teaching  that  seeks  to  develop  mental  power  rather 
than  to  load  memory  with  words,  to  make  the  pupil  a  possessor  of  the 
solid  merchandise  of  knowledge  rather  than  of  its  empty  packing  cases." 

These  words  are  a  fair  statement  of  the  relation  of  our  manual 
training  school  to  all  other  departments  of  teaching.  Although  in  a 
crude  stage  of  development,  it  is  likely  to  grow  in  favor  and  excel- 
lence until  its  rightful  place  in  the  school  system  is  determined.  In 
the  meantime  it  stands  as  a  protest  against  the  teaching  of  mere  words, 
and  makes  its  eloquent  appeal  for  recognition  on  the  ground  that  it  sup- 
plies an  element  in  education  that  has  been  almost  entirely  lacking. 

The  following  is  a  statement  of  expenditures  on  account  of  manual 
training,  1886-87 : 

WOOD-WORK. 
Fitting    up    work-shop    (repairing    benches, 

buildings,  racks,  etc.), $347  32 

Tools,  and  sharpening  and  repairing,  etc.,  .    .          222  40 

Lumber,  nails  and  other  material, 98  45 

Rent, 250  00 

Insurance, 21  90 

Instruction, 640  00 

Janitor, 59  00 

$1,639  07 

SEWING. 

Baskets,  .    . $6  35 

Needles,  thread  and  other  material,    ....  8  64 

Travel, 51  00 

65  99 


Total, $1,705  06 

Estimated  value  of  tools  owned  by  the  district,    ....  $450  00 
Estimated  value  of  benches,  racks,  etc.,  owned  by  the 

district, 300  00 

Estimated  value  of  lumber  and  other  material  on  hand,  10  00 

Total, $760  00 


64  REPORT  OF  THE 

Scheme  of  Lessons  Given  at  the  Manual  Training  School. 
From  November,  1886,  to  June,  1887. 

Each  tool  when  it  is  first  used,  is  described,  the  different  parts  named, 
and  the  way  to  hold  and  use  it  explained.  After  the  boy  has  learned 
how  to  use  a  tool  he  is  shown  how  to  sharpen  it  on  the  oil  stone,  and 
is  required  to  keep  it  in  good  order. 

XESSON  I. 

Hammer. 

1.  Exercises  in  striking  a  block  of  wood  with  hammer,  to  show  wrist, 
elbow  and  shoulder  movements,  and  to  learn  to  strike  u  square." 

2.  Exercises  in  driving  nails  of  different  sizes,  perpendicularly,  and 
in  drawing  them. 

3.  Exercises  in  nailing  two  boards,  seven-eighths  of  an  inch  thick, 
together,  with  nails  of  different  sizes,  driven  obliquely,  and  in  draw- 
ing them. 

Chisel  and  Try  Square. 

4.  Take  board  six  inches  square,  mark  out  the  corners  square,  with 
try  square  and  lead  pencil ;  cut  them  out  perpendicularly,  with  one 
inch  firmer  chisel. 

5.  Take  board  six  inches  square,  round  the  corners  with  one  inch 
firmer  chisel,  cutting  perpendicularly ;  prove  with  try  square. 

'LESSON  II. 
Chisel  to  Line. 

1.  Take  piece  twelve  inches  long,  one  and  one-half  inch  wide,  seven- 
eighths  of  an  inch  thick,  and  mark  with  rule  and  compass  a  pointed 
arch,  at  one  end,  and  a  round  arch  at  the  other  end;  shape  out  with 
one  inch  firmer  chisel,  cutting  with  the  grain  from  sides  to  center  of 
arch. 

Halving. 

2.  Take  two  pieces  six  inches  long,  two  and  one-half  inches  wide, 
seven  eighths  of  an  inch  thick,  and  halve  them  together,  using  rule, 
try  square,  single  gauge,  scratch  awl,  back  saw,  one  inch  and  a  quarter 
firmer  chisel,  and  cutting  board.     Always  use  cutting  board,  to  save 
cutting  the  bench. 

Half  Dovetail. 

3.  Make  a  half  dovetail,  with  one  piece  five  inches  long,  one  inch 
and  a  quarter  wide,  seven-eighths  of  an  inch  thick,  and  one-four  inches 
long,  one  inch  and  a  quarter  wide,  seven-eighths  of  an  inch  thick, 
using  same  tools  as  in  two,  except  one-half  inch  chisel  instead  of  one 
inch  and  a  quarter. 

LESSON  III. 

End  Mortise  and  Tenon. 
1.  Take  piece  five  inches  long,  one  inch  and  a  quarter  square,  and 


INDUSTRIAL  EDUCATION  COMMISSION.  65 

for  mortise  in  one  end ;  take  piece  same  size  and  form  tenon  at  one 
end;  using  rule,  try  square,  scratch  awl,  mortise  gauge,  back  saw, 
three  eights  of  an  inch  chisel  and  bench  vice. 

Boring. 

2.  Take  piece  three  inches  long,  one  inch  and  a  quarter  square,  cen- 
ter the  sides  and  ends  with  single  gauge,  put  in  the  vice,  and  bore  half 
way  through  with  one-quarter  inch  bit;  reverse,  and  bore  from  the 
other  end. 

3.  Repeat  tlie  above,  using  three  eighths  inch,  one-half  inch,  five- 
eighths  inch,  three  fourths  inch  and  seven-eighths  inch  bits. 

LESSON  1Y. 
Sawing  Square. 

1.  Take  piece  twelve  inches  long,  one  inch  and  a  quarter  wide,  seven- 
eighths  of  an  inch  thick,  mark  two  sides  one  inch  from  end,  with  try 
square  and  scratch  awl,  and  saw  off  evenly. 

2.  Repeat  above,  sawing  off  piece  seven  eights  of  an  inch,  three- 
fourths  of  an  inch,  one-half  of  an  inch,  three  eights  of  an  inch,  one- 
quarter  of  an  inch  and  one-eighth  of  an  inch. 

Through  Dovetail. 

3.  Take  one  piece  four  inches  long,  one  and  one  eighth  inch  square, 
and  one  piece  three  inches  long,  one  and  one-eighth  inch  square,  and 
make  through  dovetail,  using  one-half  inch  chisel  for  cutting. 

LESSON  Y. 
Jack  Plane. 

1.  Take  piece  eighteen  inches  long,  twelve  inches  wide,  one  inch  and 
a  half  thick,  place  on  bench,  flat  side  down,  end  firmly  against  bench 
hub,  and  plane  off  a  few  shavings  with  jack  plane,  as  set. 

2.  Take  the  plane  apart,  naming  its  parts ;  put  it  together  and  prac- 
tice setting  it,  comparing  the  shavings,  until  it  is  set  correctly. 

3.  Take  piece  six  inches  square,  seven-eighths  of  an  inch  thick,  mark 
off  the  corners,  forming  an  octagon  ;  using  rule,  compass  and  scratch 
awl.     Saw  off  corners,  leaving  line,  and  smooth  edges  with  block  plane. 

Cross  Cut  Saw. 

4.  Take  board  eight  feet  long,  six  inches  wide,  seven-eighths  of  an 
inch  thick,  lay  off  a  line,  with  try  square  and  lead  pencil,  six  inches 
from  the  end,  and  saw  off,  leaving  line. 

5.  Repeat  above,  sawing  on  the  line. 

LESSON  VI. 
Grooving. 

1,  Take  piece  three  inches  long,  three  inches  wide,  seven-eighls  of 
an  inch  thick,  and  make  a  groove,  one  half-inch  wide,  one  half  inch 
5  ED.  COM. 


66  HE  PORT   OF   THE 

deep,  through  the  center,  across  the  grain,  using  rule,  mortise  gauge, 
try  square,  scratch  awl,  back  saw,  bench  hook,  three  eighths  of  an  inch 
iirmer  chisel,  bench  vise  and  cutting  board. 

2.  Take  piece  four  inches  long,  three  inches  wide,  seven- eights  of 
an  inch  thick,  cut  a  tenon  on  one  end  to  fit  grove;  using  same  tools 
as  in  1. 

3.  Round  the  ends  of  both  pieces  with  firmer  chisel,  using  try  square 
to  prove  correctness  of  work. 

4.  Put  together  and  test  with  try  square. 

Ripping  Saw. 

5.  Take  board  eight  feet  long,  twelve  inches  wide,  seven -eighths  of 
an  inch  thick,  mark  off  with  single  gauge  a  strip  two  inches  wide  ;  put 
it  on  the  horse  and  saw  to  line,  then  put  the  board  in  the  bench  vise, 
one  end  resting  on  the  bench  pin  ;  plane  with  jack  plane,  and  true  up 
with  jointer,  using  try  square  to  prove  it. 

6.  Repeat  above,  sawing  on  the  line. 

LESSON  VII. 
Framing. 

1.  Saw  from  stock  a  strip  two  feet  long,  one  inch  wide;  seven-eighths 
of  an  inch  thick,  using  single  gauge  and  rip  saw. 

2.  Square  up  with  fore  plane,  trying  plane  and  try  square. 

3.  Saw  off  with  back  saw,  piece  twelve  inches  long,  for  stile,  and 
one  five  inches  long  for  rail. 

4.  Form  mortise  in  stile,  and  tenon  on  rail,  using  bench  vise,  back 
saw,  bench  hook,  one-inch  firmer  chisel,  three- eighths  of  an  inch  mor- 
tise chisel  and  mallet. 

LESSON  VIII. 
Framing  (Completed). 

1.  Drive  together  the  pieces  prepared  in  the  last  lesson  and  smooth 
face  with  block  plane. 

Halving. 

2.  Saw  from  stock,  piece  forty  inches  long,  one  inch  wide,  seven - 
eighths  of  an  inch  thick,  using  rip  saw. 

3.  Square  it  up  with  jack  plane,  trying  plane  and  try  square,  gaug- 
ing to  thickness  and  width. 

4.  Cut  off  two  pieces  twelve  inches  long,  and  two  eight  inches  long, 
and  halve  corners  together,  making  a  frame  with  ends  projecting  one 
inch. 

LESSON  IX. 
Halving  (Completed). 

1.  Round  the  ends  of  the  pieces  prepared  in  the  previous  lesson , 
using  compass,  firmer  chisel,  and  wood  file. 

2.  Put  together  and  smooth  up  with  block  plane. 


INDUSTRIAL  EDUCATION  COMMISSION.  67 

Sawing  and  Planing. 

3.  Saw  from  stock,  piece  twelve  inches  long,  two  inches  square. 

4.  Square  it  and  plane  all  sides. 

5.  Cut  from  stock  piece  four  inches  long,  four  inches  wide,  seven- 
eighths  of  an  inch  thick. 

6.  Square  i't  and  plane  all  sides. 

LESSON  X. 
Gauging. 

1.  Center,  with  marking  gauge,  on  all  sides,  from  end  to  end,  the 
twelve-inch  piece  prepared  in  last  lesson. 

2.  Square  off  a  line  all  around,  three-quarters  of  an  inch  from  end, 
then  on  that  line,  point  off  five-eighths  of  an  inch  on  each  side  of  cen- 
ter, on  all  four  sides ;   from  the  points  thus  obtained,  draw  lines  ob- 
liquely to  the  corners  at  the  other  end ;  then  draw  lines,  from  the  said 
points,  on  the  line  squared  off,  to  the  center  of  the  top. 

Beveling. 

3.  Bevel  with  draw  knife,  and  plane  true,  using  bevel  to  prove  the 
work. 

Chamfering. 

4.  Chamfer  the  top  to  a  point,  as  marked  out. 

LESSON  XI. 
Doweling. 

1.  Draw  a  line  through  the  center  of  the  base  of  the  column,  made 
in  the  last  lesson,  point  off  three-eighths  of  an  inch  on  each  side  of 
center.     Make  centers  with  scratch  awl,  to  bore  from,  and  bore  holes 
perpendicularly  one  inch  deep,  with  one-quarter  of  an  inch  twist  bit. 

2.  Glue  in  one  quarter  incn  dowels;  ends  to  project  five-eighths  of 
an  inch. 

3.  Center  the  piece  four  inches  square,  prepared  in  lesson  IX — 4. 
Measure  three-eighths  of  an  inch  on.  each  side,  bore  perpendicularly, 
holes  five-eighths  of  an  inch  deep. 

4.  Set  gauge  three- eighth  of  an  inch  and  gauge  round  the  top  and 
sides,  chamfer  off,  using  one-inch  firmer  chisel,  true  up  with  block 
plane  and  try  square. 

5.  Glue  together,  making  column  and  plinth. 

LESSON  .XII. 
Draw  Knife.     Planing  to  Line. 

1.  Saw  from  stock,  strip  twelve  inches  long,  two  inches  square. 

2.  Square  up  sides  and  ends. 

3.  Gauge  off  three  eighths  of  an  inch  from  all  the  corners,  put  in 
bench  vice,  take  off  corners  with  draw  knife  and  plane  to  line. 


68  KEPORT  OF  THE 

LESSON  XIII. 
Mortising. 

1.  Saw  from  stock,  two  pieces  twelve  inches  long,  one  and  one-half 
inch  wide,  seven-eighth  of  an  inch  thick  for  stiles,  and  two  pieces 
eight  inches  long,  one  and  one-half  inch  wide,  seven-eighths  of  an  inch 
thick  for  rails. 

2.  Square  them  up. 

3.  Form  mortise  in  stiles,  and  saw  tenon  in  rails. 

4.  Mortise  to  be  two-thirds  the  thickness  of  ihe  stile,  rails  to  enter 
stiles  three-quarters  of  an  inch  from  the  end,  and  tenons  to  project 
five-eighths  of  an  inch. 

LESSON  XIY. 

Mortising  (completed}. 

1.  Finish  up  and  fit  mortise  and  tenon,  commenced  in  last  lesson, 
with  chisel. 

2.  Round  the  ends  of  tenons. 

3.  Drive  together,  and  plane  off  back  and  front. 

LESSON  XY. 
Glue  Joint. 

1.  Saw  from  stock,  two  pieces  three  feet  long,  three  inches  wide, 
seven-eighths  of  an  inch  thick. 

2.  Plane  the  edges  square,  with  jack  plane,  trying  plane,  and  try 
square. 

3.  Joint  together. 

LESSON  XVI. 
Beveling. 

1.  Saw  from  stock,  two  pieces  three  feet  long,  three  inches  wide, 
seven-eighths  of  an  inch  thick. 

2.  Square  them  up. 

3.  Mark  on  edge  with  bevel  (set  to  templet  45°),  and  plane  to  bevel 
with  jack  plane,  fore  plane,  and  trying  plane. 

LESSON  XVII. 
Blind  or  Mitre  Mortise. 

1.  Saw  from  stock,  two  pieces  six  inches  long,  two  inches  wide, 
seven-eighths  of  an  inch  thick. 

2.  Square  them  up. 

3.  Make  mitre  mortise  and  tenon,  using  try  square,  scratch  awl,  mor- 
tise gauge,  back  saw,  three  eighths  of  an  inch  mortise  chisel,  and  bevel. 

4.  Put  the  mortised  piece  in  mitre  board  and  plane  true. 

LESSON  XVIII. 

Blind  or  Mitre  Mortise  (completed). 
1.  Drive  together  the  pieces  made  in  last  lesson. 


INDUSTRIAL  EDUCATION  COMMISSION.  69 

2.  Level  off  faces  and  ends  with  block  plane. 

3.  Round  the  ends  to  finish. 

LESSON  XIX. 
Mitreing. 

1.  Saw  from  stock,  strip  eighteen  inches  long,  three  inches  wide, 
seven- eighths  of  an  inch  thick. 

2.  Smooth  it  up  and  square  it. 

3.  Out  into  four  pieces,  four  inches  long. 

4.  Mark  corners  of  each  piece  on  flat  side  with  scratch  awl  and 
bevel  (set  to  templet  45°). 

5.  Put  in  mitre  box  and  saw  to  line. 

6.  Put  in  mitre  board  and  true  up. 

7.  Fit  together  and  test  with  try  square. 

LESSON  XX. 
Mitrsing  (completed). 

1.  Glue  together  the  pieces  made  in  the  last  lesson,  and  key  it, 
making  a  frame. 

Dovetail. 

2.  Saw  from  stock,  two  pieces  four  inches  long,  three  inches  wide, 
seven- eighths  of  an  inch  thick. 

3.  Square  them  up. 

4.  Mark  for  dovetail  and  saw  out. 

LESSON  XXI. 
Dovetail  (completed). 

1.  Chisel  out  and  fit  the  pieces  made  in  last  lesson. 

2.  Drive  them  together  and  level  off  with  block  plane. 

3.  Round  the  ends. 

LESSON  XXII. 
Framing  and  Wedging. 

1.  Saw  from  stock,  one  piece  six  inches  long,  one  and  one-fourth 
inches  square,  and  one  piece  four  inches  long,  one  and  one-fourth 
inches  square. 

2.  Square  them  up. 

3.  Form  mortise  three-eighth  of  an  inch  by  one  and  one-fourth 
inches  in  long  piece,  using  mortise  guage  and  three-eighth  inch  mor- 
tise chisel. 

4.  Form  tenon  on  short  piece,  to  fit  mortise,  and  to  project  one  inch. 

5.  Cut  hole  in  tenon,  beveled  on  one  side  for  wedge,  using  one- 
fourth  inch  chisel. 

6.  Drive  together  and  wedge. 


70  REPORT  OF  THE 

LESSON   XXIII. 
Squaring  to  Size. 

1.  Saw  strip  one  and  one-half  inches  wide  from  one  and  one-half 
inch  plank. 

2.  Gauge  the  size. 

3.  Plane  with  jack  plane,  and  true  up  with  jointer,  and  try  square. 

LESSON  XXIY. 
Planing  to  Width. 

1.  Take  one-half  inch  board  about  six  feet  long,  eight  to  ten  inches 
wide,  and  saw  off  strip  four  and  one-half  inches  wide. 

2.  Plane  with  jointer  to  four  and  one-fourth  inch. 

3.  Saw  off  two  pieces  eight  inches  long  for  sides,  and  two  pieces 
four  and  one-half  inches  long  for  ends  of  a  box. 

4.  Square  edges  and  smooth  faces  with  block  plane. 

LESSON  XXV. 

Dovetail. 

1.  Set  single  gauge  to  nine-sixteenth  of  an  inch,  and  square  around 
the  ends  of  pieces  prepared  in  last  ]esson. 

2.  Mark  for  dovetails. 

3.  Form  dovetails,  using  one-half  inch  and  one-fourth  inch  chisel, 
and  cutting  from  both  sides. 

LESSON  XXVI. 

Dovetail  (completed). 

1.  Finish  up  and  fit  dovetails. 

2.  Glue  together  and  clamp  with  hand  screws,  taking  care  to  bring 
the  joints  up,  and  to  keep  the  box  square,  using  try  square  at  every 
corner. 

LESSON  XXVII. 
Smoothing  and  Sand-papering. 

1.  Saw  out  two  pieces  five  and  one-half  inches  by  nine  inches  for 
top  and  bottom  of  box. 

2.  Square  up  edges  and  smooth  faces. 

3.  Smooth  sides  and  ends  of  box  with  block  plane. 

4.  Sand-paper,  clean  and  smooth. 

5.  Level  off  top  and  bottom  edges. 

LESSON  XXVIII. 
Nailing. 

1.  Nail  on  top  and  bottom  pieces  with  one  and  one  fourth  inch 
16  wire  nails,  being  careful  to  drive  the  nails  straight  and  in  the  cen- 
ter of  thickness  of  sides  and  ends. 


INDUSTRIAL  EDUCATION  COMMISSION.  71 

Molding. 

2.  Get   piece   forty   inches  long,   seven-eighths  inch  square,  from 
stock. 

3.  Square  to  five-eighths  of  an  inch,  and  quarter  round  with  jack 
plane  ;  making:  a  molding  for  bottom  of  box. 

4.  Get  from  stock,  piece  forty  inches  long,  one-half  inch  square. 

5.  Square  to  three-eighths  of  an  inch,  and  quarter  round  ;    making 
a  molding  for  top  of  box. 

LESSON  XXIX. 
Mitreing. 

Saw  molding,  made  in  last  lesson,  in  lengths  to  fit  box  (mitreing 
the  corners  in  mitre  box),  and  glue  them  on  the  box. 

LESSSON  XXX. 
Beveling. 

1.  Plane  the  edges  of  the  top  and  bottom  of  box  with  block  plane 
to  an  equal  projection  all  around. 

2.  Mark  the  top,  with  single  gauge,  one  inch  on,  and  one-fourth  inch 
down. 

3.  Bevel  with  one  and  one-fourth  of  an  inch  chisel  and  finish  with 
block  plane,  and  sand-paper  block. 

LKSSON  XXXI. 

Chiseling. 

1.  Cut  a  whole  exactly  in  center  of  top,  one  and  three  fourth  of  an 
inch  long,  one  eighth  of  an  inch  wide.  Using  one- eighth  of  an  inch 
chisel. 

LESSON  XXXII. 

1.  Finish  up  the  box,  with  moldings,  etc.,  according  to  individual 
fancy. 

Drawing. 

The  character  of  the  work  done  in  drawing  is  shown  in  the  following 
extract  from  the  superintendent's  report  for  1888  : 

Much  has  been  said  and  written  of  late  on  the  wisdom  of  leaven- 
ing public  education  with  certain  forms  of  industrial  training.  As  the 
value  of  this  departure  is  to  be  determined  by  actual  experiment 
rather  than  by  argument  it  is  only  necessary  here  to  state  what  has 
been  attempted  the  past  year. 

Interest  in  this  department  has  been  well  sustained.  Consid- 
erably more  attention  has  been  given  to  object  drawing  in  all 
grades  than  formerly.  The  study  of  exact  forms  through  the  sense  of 
sight  and  touch  is  made  the  basis  of  this  instruction.  Through  clay 
molding,  paper  cutting  and  folding  and  designing,  ideas  gained  from 
models  are  realized  by  actual  making,  and  so  a  foundation  is  laid  for 
all  future  industrial  training. 


72  REPORT  OF  THE 

In  the  higher  work  in  free-hand  drawing  the  element  of  construc- 
tion, representation  and  decoration  are  taught.  It  is  found  that  pupils 
take  pleasure  in  representing  familiar  objects.  The  more  drawing  is 
taught  as  a  form  of  expression  and  applied  in  connection  with  all 
branches  of  instruction  the  more  educational  it  will  become. 

The  aim  of  the  course  of  instruction  in  mechanical  drawing  has 
been  to  develop  the  power  of  mentally  picturing  objects  in  space, 
and  to  enable  the  scholar  to  express  his  conceptions  on  paper  with 
clearness  and  accuracy.  Any  one  who  is  familiar  with  the  use  of 
worLing  drawings  will  recognize  the  importance  of  each  of  these 
points. 

In  order  to  drill  the  scholars  in  accurate  habits  and  in  the  proper 
use  of  their  instruments  the  course  was  commenced  with  a  few  simple 
geometrical  exercises,  to  be  drawn  with  the  triangles  and  compasses, 
as  for  example : 

To  draw  a  straight  line  perpendicular  to  another  (a)  through  a 
point  on  the  line,  (b)  through  a  point  without  the  line. 

To  draw  an  arc  of  a  circle  of  given  radius,  tangent  (a)  to  two  other 
arcs,  (b)  to  a  straight  line  and  an  arc  of  a  circle. 

In  every  exercise  dimensions  were  assigned  which  the  scholars 
were  expected  to  follow  minutely,  and  the  drawings  were  frequently 
tested  and  compared  with  the  scale. 

These  primary  lessons  were  followed  by  instruction  on  the  plans 
and  elevations  of  solids,  such  as  the  square  and  hexagonal  pyramids, 
and  the  cone,  and  the  pupils  were  taught  by  simple  methods  to  con- 
struct and  to  represent  on  paper  the  coverings  or  envelopes  of  these 
solids. 

At  this  stage  of  the  work  the  scholars  were  thrown  on  their  own 
resources  and  were  required  to  work  from  dictation,  without  any  assist- 
ance from  copies  or  models,  such  exercises  as  the  following  : 

Draw  the  plan,  elevation  and  envelope  of  (a)  a  square  prism  ;  (b) 
a  cube  ;  (c)  a  cylinder  ;  (d)  an  hexagonal  prism  in  different  positions 
and  inclined  at  different  angles  according  to  given  dimensions. 

These  simple  geometrical  solids  were  constructed  in  cardboard  by 
each  scholar,  who  was  thus  familiarized  with  the  forms  in  detail  and 
was  enabled  to  see  clearly  the  connection  between  the  representation 
on  paper  and  the  object  in  space. 

The  remainder  of  the  course  included  instruction  in  section  draw- 
ing, illustrated  by  solid  and  hollow  objects :  in  finding  the  envelope 
or  form  in  the  flat  of  a  piece  of  flexible  material,  bent  into  the  shape 
of  an  elbow  pipe,  in  constructing  the  helix  or  curve  of  the  screw  ;  in 
finding  the  intersection  of  (a)  two  cylinders,  (b)  a  cylinder  and  a 
prism,  and  the  scholar  was  taught  how  to  construct  the  curves  of  in- 
tersection of  pipes  of  different  forms  and  proportions. 

A  short  series  of  lessons  has  also  been  given  in  oblique  or  pictorial 
projection  drawing,  by  means  of  which  the  form  of  an  object  is  more 


INDUSTRIAL  EDUCATION  COMMISSION.  73 

readily  understood  than  by  the  plan  and  elevation.  Its  use  is  some- 
what analogous  to  the  more  complicated  perspective  drawing.  The 
three  dimensions  of  the  object  to  be  represented  were  given  and  the 
scholar  was  required  to  combine  them  in  one  view.  The  application 
of  this  method  of  representation  to  practical  work  will  appear  when, 
during  the  ensuing  year,  the  scholar  is  called  upon  to  draw  the  exam- 
ples of  joining  work  which  he  executes  in  the  manual  training  school. 
Further  lessons  will  be  given  in  the  different  methods  of  joining,  such 
as  mortising,  dovetailing,  etc.,  etc.,  and  the  endeavor  will  be  made  to 
maintain  a  close  connection  between  the  drawing,  as  carried  on  in  the 
class  room,  and  the  practical  work  which  is  done  in  the  manual  train- 
ing school." 

General  Results. 

The  growth  of  this  branch  of  training  in  public  favor  is  indicated 
from  the  fact  that  during  the  last  year,  1888,  "two  hundred  and  forty 
boys  have  attended  regularly  and  the  interest  has  been  good.  When 
these  classes  were  organized  a  few  years  ago,  some  parents  questioned 
the  value  of  this  training;  there  are  few  but  endorse  it  now.  Mr. 
John  Purcell,  the  instructor,  reports  that  a  large  number  of  the  boys 
became  proficient  in  sharpening  the  tools  used.  During  the  last  three 
months  of  the  course,  special  and  useful  articles  were  constructed  to 
the  number  of  two  hundred  and  fifty.  A  ver7  creditable  exhibition 
of  this  work  was  made." 

uThe  excellent  work  performed  by  young  children  in  the  primary 
schools,"  is  described  in  one  of  the  leading  newspapers  of  the  city, 
under  date  of  January  19,  1889,  as  follows: 

u  In  the  rooms  of  the  board  of  education  are  on  exhibition  several 
boxes  of  clay  work  made  in  the  lower  primary  grades  by  children  be- 
tween the  ages  of  five  and  eight  years.  There  are  different  forms  of 
spheres,  cubes,  cylinders  and  prisms,  and  all  are  very  perfectly  molded. 
There  are  also  representations  of  various  kinds  of  fruits,  and  the  mold- 
ing is  very  true  to  the  natural  forms.  The  idea  of  drilling  these  small 
children  in  clay  molding  is  to  inculcate  a  basis  of  the  knowledge  of 
form.  Thus  far  this  teaching  has  been  very  successful  and  has  broad- 
ened the  observing  powers  of  the  pupils.  White  clay  is  used.  Each 
pupil  is  given  a  small  portion,  the  material  being  worked  into  differ- 
ent shapes  on  a  paper  laid  on  the  child's  desk. 

This  teaching  is  intended  for  the  first  two  years  in  the  primary 
grades  and  a  portion  of  the  third  year.  The  next  higher  work  is  in 
making  the  same  forms  in  pastboord  and  paper.  There  are  also  some 
fine  specimens  of  this  work  at  the  executive  rooms  of  the  school  dis- 
trict. It  is  intended  to  select  some  of  the  best  work  in  clay  and  paper 
to  combine  with  the  educational  exhibit  which  will  be  sent  to  the 
Paris  exposition.  The  particular  interest  is  in  the  fact  that  such  per- 
fect work  has  been  produced  by  children  of  such  tender  years." 


74  REPORT  or  THE 


IV.  FLORIDA. 

The  Hon.  A.  J.  Russell,  State  Superintendent  of  Public  Instruction, 
writes  as  follows  : 

"At  Jacksonville,  October  4, 1887,  we  built  a  large  two  story  build- 
ing on  the  grounds  of  the  colored  graded  schools  for  the  purpose  of  es- 
tablishing tool-craft  training  and  instruction  in  the  trades,  the  lower 
floor  for  the  boys  and  the  upper  floor  for  the  girls,  employed  experi- 
enced teachers  and  fully  equipped  the  school  and  started  the  work, 
which  has  been  most  successful  so  far,  sixty  finely  developed  boys  and 
fifty-eight  girls  entering  the  school. 

This  school  is  in  full  blast  and  receives  $1,000  a  year  from  the 
Slater  fund  in  support  of  it. 

During  the  last  summer  we  built  a  commodious  building — 'Me- 
chanic Arts  Hall ' — on  the  grounds  of  the  State  College,  90  by  45  feet 
in  size,  and  fully  equipped  it  to  training  in  wood  work,  with  benches, 
jig  and  slit  saws,  lathes  and  full  sets  of  tools,  and  October  1,  1888, 
started  it  out  upon  its  mission,  with  every  student  in  college  in  enthu- 
siastic attendance.  Many  of  the  principal  schools  in  the  cities  and 
towns  have  introduced  the  ordinary  tools  of  the  trades  and  placed  a 
bench  and  table  in  th<^  Building,  and  the  pupils  are  being  made  famil- 
iar with  their  use. 

This  is  our  beginning;  we  hope  to  press  it  to  the  front  until  we  shall 
make  our  system  of  public  education  thoroughly  practical.  In  our 
normal  schools  (State)  we  are  training  our  teachers  of  both  races  for 
this  work  when  they  shall  go  into  the  school  soon  as  teachers." 

The  State  of  Florida  has  never  legislated  on  the  subject  of  manual 
training,  but  the  following  regulation,  adopted  by  the  State  Board  of 
Education,  was  furnished  the  Commission  by  Superintendent  Russell: 

Regulation  7. — The  State  Board  of  Education  are  deeply  impressed 
with  the  fact  that  the  large  majority  of  the  children  in  attendance 
upon  the  public  schools  are  the  children  of  the  poorer  people,  and  will 
fill  the  large  and  important  classes  of  farmers,  workmen,  mechanics 
and  artisans  of  the  State,  and  that  to  impart  to  them  only  the  knowl- 
edge to  be  derived  from  the  school  books,  excellent  and  necessary  as 
it  is,  will  but  illy  equip  them  for  the  sphere  of  life  to  which  in  Provi- 
dence and  circumstances  they  are  very  sure  to  be  called,  are  still  more 
impressed  with  the  necessity  of  imparting  to  them  some  knowledge 
(to  the  boys  especially)  of  the  useful  and  necessary  tools  and  imple- 
ments used  in  the  arts  and  trades,  and  to  the  girls  some  training  in 
sewing,  cookery  and  housewifery  in  general,  by  simple  illustrative 
lectures  or  talks  upon  their  use,  and  the  general  principles  involved^ 


INDUSTRIAL  EDUCATION  COMMISSION. 


75 


so  that  a  taste  may  be  cultivated  for  these  very  useful  and  important 
vocations  in  life,  and  some  knowledge  imparted  of  them,  but  mainly 
to  impress  them  with  a  true  and  proper  conception  of  the  honor  and 
dignity  of  honest  labor.  County  superintendents  and  boards  of  pub- 
lic instruction  are  urgently  and  specially  called  upon  to  give  their 
earnest  attention  to  this  very  important  feature  of  school  work  and 
instruction. 


76  REPORT  OF  THE 


V.     GEORGIA. 

1.  Atlanta  University. 

The  mechanical  course  of  the  u  Atlanta  University,"  as  laid  out  in 
the  catalogue  of  1887-8,  is  as  follows: 

Ci  At  present  the  course  covers  three  years;  two  of  wood- working 
and  one  of  metal -working.  Another  year  of  metal-working  will,  it 
is  expected,  be  added  soon.  It  is  required  of  all  boys  above  the  third 
grade,  in  addition  to  their  regular  studies  in  other  courses.  Seven 
and  a  half  hours  each  week  are  given  to  this  work. 

It  is  the  aim,  during  this  time,  to  teach  the  use  of  tools  and  the 
principles  of  wood-working  and  metal-working.  Those  having  finished 
this  course  who  have  the  ability  and  the  desire  to  become  finished 
workmen  in  some  one  of  the  trades,  will  have  the  opportunity  to  do  so. 

FIRST  YEAR. 

The  use  and  care  of  the  common  wood-working  tools,  as  the  ham- 
mer, saw,  plane,  try  square,  gauge,  rule,  chisel,  mallet,  bit  and  brace, 
bevel,  steel  square,  draw-knife,  dividers,  screw-drivers. 

The  general  principles  of  wood  working,  as  sewing,  planing, 
marking,  chamfering,  boring,  mortising,  tenoning,  halving,  grooving, 
matching,  mitreing,  beveling,  dovetailing,  gluing,  steaming  and  bend- 
ing, driving  nails  and  screws,  sandpapering. 

Working  drawings  with  steel  square  and  pencil.     Measuring  lumber. 

SECOND  YEAR. 

Further  use  of  tools  and  some  application  of  principles  in  con- 
struction. 

The  use  of  the  wood-turning  lathe  and  jig  saw. 
First  steps  in  patternmaking. 
Glazing. 
Mechanical  drawing. 

THIRD  YEAR. 

The  use  and  care  of  the  blacksmith's  forge  and  tools,  as  the  anvil 
hand  and  sledge  hammers,  tongs,  punches,  hot  and  cold  chisels,  head- 
ing tools,  swaging  tools,  files. 

The  building  and  care  of  the  fire,  the  proper  degrees  of  heat  for 
iron  and  steel. 

The  general  principles  of  forging,  as  drawing,  bending,  upsetting, 
spreading,  welding. 

The  tempering  of  steel. 


INDUSTRIAL  EDUCATION  COMMISSION.  77 

Chipping  and  filing  to  line,  gauge  and  surface.     Polishing. 

Mechanical  drawing,  continued." 

The  course  is  still  incomplete  for  want  of  equipment. 

The  boys  of  the  college,  college  preparatory  and  normal  couises, 
and  the  first  two  grades  of  the  Grammar  School  course,  take  the 
above  course.  They  are  also  taught  some  of  the  principles  of  farm- 
ing and  gardening.  Attention  is  given  to  the  raising  and  care  of 
stock,  to  the  raising  of  fodder  crops,  their  comparative  value  and  fit- 
ness for  this  soil  and  climate.  The  cultivation  of  vegetables  is  en- 
couraged by  competition  and  prizes  for  the  best  results. 

An  outfit  of  type  and  other  printing  material  has  been  purchased 
for  the  instruction  in  printing,  a  press  has  been  recently  given,  and 
additions  of  material  will  be  made  as  funds  allow." 

The  building  for  the  use  of  the  mechanical  department  was  erected 
by  private  subscription,  in  1884. 

It  is  of  brick,  one  hundred  by  forty-four  feet  and  three  stories  high. 
One  room,  forty  by  fifty  feet,  is  furnished  with  thirty  cabinet  benches, 
each  fitted  out  with  the  following  tools:  Kip  saw,  cut-off  saw,  panel 
saw,  back  saw,  compass  saw,  claw  hammer,  hatchet,  mallet,  jack 
plane,  jointing  plane,  smoothing  plane,  block  plane,  four  paring 
chisels,  two  mortising  chisels,  six  bits  and  countersink,  bit-brace,  rule, 
steel  square,  try  square,  bevel,  dividers,  gauge,  drawknife,  spoke 
shave,  screw  drive,  brad  awl,  nail-set,  oil  stone  and  oil  can. 

In  another  room  are  twelve  wood  turning  lathes,  run  by  steam 
power.  More  machinery  has  been  added  the  past  year  for  wood-work. 
An  addition  for  a  forge  room  has  recently  been  erected,  and  twelve 
forges  and  anvils  have  been  in  use  during  the  present  year. 

A  large  room  has  been  fitted  up  for  the  mechanical  drawing,  and 
has  been  in  use  since  January,  1888,  the  furniture  having  been  made 
by  the  students,  as  most  of  that  in  the  building  has  been." 

2.  Georgia  School  of  Technology. 

The  following  extracts  from  the  uAct  to  establish  a  technological 
school,"  will  show  the  purpose  and  general  plan  of  the  Georgia 
School  of  Technology  at  Atlanta. 

*  *     *    u  That  there  shall  be  established,  in  connection  with  the 
State  University  and  forming  one  of  the  departments  thereof,  a  tech- 
nological school  for  the  education  and  training  of  students  in  the  in- 
dustrial and  mechanical  arts. 

*  *     *     "That  there  shall  be  one  beneficiary  for  each  representa- 
tive in  the  General  Assembly  from  every  county  in  this  State,  selected 
by  the  board  of  education  in  each  county  on  competitive  examination, 
and  who  shall  be  first  entitled  to  the  benefits  of  said  school;  that  the 
tuition  in  said  school  shall  be  free  to  all  students  who  are  residents  of 
the  State  of  Georgia.     The  rates  of  tuition  to  others  than  residents  of 
the  State  shall  not  exceed  one  hundred  and  fifty  dollars  per  annum." 


78  KEPOBT  OF  THE 

In  conformity  with  this  act  of  the  Legislature,  the  leading  object  of 
the  school  is  to  teach  the  principles  of  science,  especially  those  which 
relate  to  the  mechanic  and  industrial  arts. 

The  school  was  formerly  opened  October  5, 1888,  with  ninety-five 
young  men  in  attendance.  The  following  extract  from  the  opening 
address  delivered  by  the  superintendent  of  the  machine  shop,  indi- 
cates the  purpose  and  methods  of  the  school  more  in  detail.  (The 
references  to  the  Worcester,  Mass.,  shops  show  the  kind  of  institution 
taken  as  a  model  for  this  school.) 

"  The  method  here  will  be  simple  and  direct.  We  aim  to  place  the 
student,  during  his  course  of  training  here,  in  an  environment  not 
unlike  what  he  may  expect  to  find  when  he  enters  the  active  duties 
of  life. 

First  of  all  we  recognize  the  shop  as  a  means  of  education,  training, 
even  culture.  This  is  the  highest  object  of  the  shops  in  any  school  of 
this  character.  The  friends  of  this  school  do  not  ignore  the  intrinsic 
value  of  the  skill  attained  in  the  shops,  but  as  valuable  as  this  is,  the 
greatest  value  of  shop  training  to  the  man  and  to  the  engineer  is  the 
marked  effective  influence  upon  the  mind  and  character  of  the  pupil. 
It  has  been  shown  that  most  of  the  active,  managing  men  of  a  city  are 
men  whose  boyhood  has  been  spent  on  country  farms.  Now,  there  is 
no  virtue  necessarily  in  farm  work  or  country  life,  except  that  the  in- 
dividual is  brought  into  close  contact  with  things.  They  meet  and 
overcome  many  difficulties,  and  this  experience  develops  sound  judg- 
ment and  ability  to  manage  affairs  in  a  most  remarkable  manner. 
This  developing  influence  upon  the  character  is  exactly  what  the 
shops  of  a  technological  school  accomplish. 

It  follows  then — if  difficulties  overcome,  educate  and  develop — we 
must  have  a  real  shop,  where  real  difficulties  are  overcome,  and  where 
real  successes  are  achieved.  A  play  shop  cannot  do  it.  A  productive 
shop  is  a  complicated  affair.  It  is  a  new  condition  in  a  school  and  de- 
mands special  methods.  The  shop  and  its  methods  must  be  real, 
alive,  effective.  All  the  men  in  the  shop  must  be  working  men,  de- 
voting all  the  business  hours  of  the  week  to  productive  work,  the 
same  as  in  other  shops.  They  are  all  there  as  teachers  of  what  they 
know,  but  their  teaching  is  largely  by  example  with  such  explana- 
tions as  may  naturally  go  with  their  work.  All  the  shopmen  may 
understand  that  the  object  of  the  shop  is  educational,  but,  in  order 
that  sound  business  may  be  taught  and  illustrated,  every  effort  must 
tend  to  economical  production. 

The  plan  of  operating  the  shop  is  as  follows : 

The  Georgia  school  shops  recognize  that  their  object  is  educational, 
first  and  last.  This  is  not  a  trade  school.  It  is  more.  It  aims  to  make 
mechanical  engineers,  manufacturers,  managers  of  industrial  works  of 
all  kinds.  It  will  teach  a  trade,  i.  e.*  it  will  develop  manual  dexterity 
because  that  is  a  most  desirable  and  necessary  step  up  to  the  end 


INDUSTRIAL  EDUCATION  COMMISSION.  79 

sought.  It  may  produce  journeymen,  if  you  please,  not  as  the  end 
of  the  training-,  but  the  education  of  the  engineer  should  include,  to 
some  extent,  the  experience  that  the  journeymen  possesses,  the  ac- 
curacy of  the  machinist,  the  skill  of  the  patternmaker  and  the  special 
knowledge  of  the  blacksmith  and  foundryman.  And  we  believe  there 
is  no  way  so  sure,  so  good  and  so  simple  to  realize  these  possessions  as 
to  enter  the  ranks  and  learn  them  as  if  future  success  depended  upon 
the  narrow  knowledge  of  these  trades  alone. 

We,  therefore,  aim  to  have  the  education  of  the  students  lead  up 
through  these  steps  so  that  if  a  boy  starts  with  a  class  of  a  hundred  to 
master  all  that  would  make  him  a  successful  engineer  or  manager  of 
larger  industrial  interests,  and  he  fails  to  attain  his  full  object,  that 
whatever  be  the  cause  of  his  failing  of  high  leadership,  his  education 
at  this  school  shall  not  be  by  any  means  a  failure.  Dexterity  in  any 
art  or  trade  is  a  step  to  something  higher.  Whoever  stops  at  one 
step  has  the  dexterity  that  is  as  valuable  to  him  and  more  so  than  if 
he  had  started  in  life  to  learn  the  trade  only.  There  are  many  things 
to  prevent  all  in  a  class  of  a  hundred  from  being  eminent  leaders  in 
mechanical  pursuits.  Of  course,  there  is  always  room  at  the  top,  and, 
thank  God,  there  is  room  all  the  way  up  from  the  man  who  knows 
well  what  he  knows  and  can  do  it  well. 

In  starting  a  class  of  young  men  in  the  Worcester  shops  it  is  my 
practice  to  show  them  first  that  they  must  very  soon  find  within  them- 
selves a  love  and  respect  for  their  calling.  They  are  taught  at  once 
that  nothing  is  more  promising  of  reward  and  honor  and  success  than 
the  pursuit  of  science,  of  mechanics  and  the  industries  ;  and  the  school 
of  technology  is  not  a  rival  or  a  substitute  for  the  college ;  that  pro- 
fessional men,  our  statesmen,  professors,  lawyers,  doctors  and  ministers 
have  all  been  held  in  honor  justly,  because  of  their  training,  because 
of  their  characters  and  because  of  their  culture,  and  thus  they  have 
made  their  professions  honorable.  Now,  the  time  is  at  hand  when  a 
mechanical  engineer,  a  manufacturer,  has  every  need  and  every  in- 
ducement and  every  facility  for  obtaining  all  that  makes  any  man 
worthy  of  the  esteem  of  his  fellows,  viz  :  education  in  its  truest  sense. 

We  teach  them  at  Worcester  not  to  be  disappointed  or  discouraged 
if  at  first  there  is  a  failure  to  find  much  love  in  the  chosen  work,  but 
such  a  love  can  and  must  be  developed.  A  loving,  devoted  dwelling 
upon  the  beauties  of  mechanical  science  is  as  possible  and  necessary 
to  the  successful  mechanic  or  engineer  as  devotion  is  in  any  profession. 
They  are  taught  at  once  that  there  is  no  conflict  between  practice  and 
theory ;  none  at  all.  Education  is  as  desirable  and  possible  in  one 
pursuit  as  in  another,  though  it  may  be  of  a  very  different  sort. 

At  Worcester  we  receive  into  the  shop  each  year  about  thirty  pupils, 
at  an  average  age  of  eighteen  to  nineteen  years.  They  remain  three 
and  a  half  years.  After  the  first  month  they  are  in  the  shop  only  two 
half  days  per  week,  i.  e.  ten  hours  per  week  during  term  time. 


80  REPORT  OF  THE 

After  about  two  months  they  are  put  at  productive  work,  and  some- 
times much  sooner.  We  are  ever  holding  more  strongly  to  the  method 
of  productive  work  as  a  means  of  education.  At  the  end  of  the  court e 
of  three  and  a  half  years,  our  graduates  have  enough  practical  shop 
instruction  to  compete  with  young  men  who  have  devoted  three  years 
entirely  to  the  learning  of  a  trade,  and  in  addition  they  have  the 
advantages  of  their  scholastic  education." 

Candidates  for  admission  to  the  apprentice  class  must  be  at  least 
sixteen  years  old,  must  be  of  good  moral  character  and  must  pass  ex- 
amination in  the  following  studies,  viz  : 

Arithmetic,  including  elementary  principals,  fractions,  compound 
quantities,  percentage  and  interest,  and  proportion. 

English,  including  grammatical  construction  of  sentence,  compo- 
sitions of  letters  showing  proficiency  in  spelling,  punctuation  and 
division  into  paragraphs. 

Geography,  particularly  that  of  the  United  States. 

History  of  the  United  States. 

Candidates  lor  admission  to  advanced  classes  must  be  of  relatively 
proper  age,  and  must  show  that  they  are  qualified  to  enter  the  class 
for  which  they  apply,  either  by  certificate  of  work  done  at  other  in- 
stitutions or  by  examination. 

There  is  no  charge  for  tuition  to  residents  of  the  State  of  Georgia. 
All  others  pay  a  tuition  fee  of  $150. 

Every  student,  of  whatever  place  of  residence,  pays  an  annual  fee 
of  $20  dollars  to  cover  contingent  expenses. 

A  contingent  fee  of  $5  is  required  to  be  deposited  with  the  treas- 
urer on  entrance  to  cover  injury  done  to  college  buildings  or  furniture, 
which  sum  is  returned  to  the  student  on  leaving  college,  if  not  for- 
feited. 

Books,  stationery,  drawing  material  and  drawing  instruments  are 
estimated  to  cost  about  $25  the  first  year,  and  from  $5  to  $10  per  year 
thereafter. 

The  departments  of  instruction  include  English  language,  drawing, 
mechanical  engineering,  physics,  chemistry,  geology  and  mineralogy. 

The  school  offers  an  education  of  high  grade,  founded  on  the  math- 
ematic,  the  English  language,  the  physical  sciences  and  drawing, 
while  it  gives  such  familiarity  with  some  industrial  pursuits  as  will 
enable  the  graduate  to  earn  a  living. 

There  are  no  elective  courses,  each  student  being  required  to  fol- 
low the  prescribed  course,  both  mechanical  and  scholastic.     The  time 
and  attention  of  students  are  duly  proportioned  between  scholastic 
and  mechanical  pursuits,  and  special  prominence  is  given  to  the  ele 
ment  of  practice  in  every  department. 

To  thorough  supervision  and  instruction  in  handicrafts  are  added 
the  stimulus  of  protection  for  the  market  and  such  other  conditions 


INDUSTRIAL  EDUCATIONAL  COMMISSION.  81 

as  are  likely  to  be  met  with  in  the  active  business  of  life.  Students 
do  not  receive  money  compensation  for  their  work. 

Instruction  is  given  by  recitations,  lectures  and  practice.  Kecita- 
tions  are  an  hour  in  length,  and  classes  are  so  divided  into  sections  as 
to  give  equal  advantages  to  all  members,  and  so  as  to  insure  faithful 
performance  of  duty. 

Practice  is  given  in  physical  and  chemical  laboratories  as  well  as  in 
the  work  shops.  Students  are  required  to  take  notes  and  undergo 
examinations  on  lectures. 

The  following  is  the  scheme  of  work  in  detail  (the  figures  indicate 
hours  per  work) : 

Apprentice  Class. — Mathematics,  5.  English,  5.  Free  Drawing,  5. 
Elementary  Mechanics,  2.  Physics  and  Chemistry,  2.  Practice,  20. 

Junior  Class. — Mathematics,  5.  English,  5.  Chemistry  and  Min- 
eralogy, 5.  Physics,  3.  Free  Drawing,  2.  Mechanical  Drawing,  5. 
Practice.  10. 

Middle  Class. — Mathematics,  5.  English,  5.  Physics,  5.  Mechan- 
ical Drawing,  6.  Practice,  1(>. 

Senior  Class. — Mathematics  (first  half  year),  5.  Applied  Me- 
chanics, 5.  Physics,  5.  Chemical  Technology,  3.  Practice,  10. 

The  workshop  is  of  brick,  two  hundred  and  fifty  feet  long  by 
eighty  wide,  and  two  stories  high.  It  is  beautifully  designed  with 
reference  to  its  use,  and  affords  ample  space  for  the  various  depart- 
ments of  instruction  pursued  in  it.  It  contains  boiler  and  engine 
rooms,  wood-shop,  machine-shop,  forge  room  and  foundry. 


6  ED.  COM. 


82  REPORT  OF  THE 


VI.  ILLINOIS. 

1.  Beardstown. 

The  superintendent  of  public  schools,  Beardstown,  111.,  has  kindly 
sent  the  Commission  a  copy  of  his  "  Report  of  Work  in  Manual  Train- 
ing," made  to  the  State  Superintendent.  It  covers  so  many  points 
that  we  give  it  entire  : 

"  Our  work  in  manual  training  may  be  classed  under  the  following 
heads : 

u  1.  Primary  c  busy  work,'  which  consists  in  manipulating  different 
forms  of  matter  as  splints,  paper,  clay,  sand,  etc. 

u  2.  The  constructing  of  relief  maps  and  the  modeling  of  various 
other  forms. 

"3.  The  making  of  geometrical  and  other  figures  to  be  used  in  the 
study  of  mathematics.  These  figures  are  made  from  card-board  and  wood. 

"4.  The  constructing  of  simple  apparatus  to  be  used  in  the  study 
of  physics. 

"5.  Industrial  drawing  which  is  taught  in  all  departments  of  the 
school. 

"  6.  Shop  work,  which  embraces  at  present  wood-carving,  joinery, 
and  scroll-work  We  hope  soon  to  add  lathes  for  wood-turning. 

uAs  the  first  five  points  differ  but  little  from  the  work  of  many 
schools,  and  since  it  is  common  to  think  of  manual  training  only  in 
connection  with  tools  and  shop  work  I  will  speak  more  especially  of 
this  part  of  the  work.  At  the  beginning  of  the  fall  term  '87  the 
board  of  education  furnished  one  of  the  basement  rooms  with  benches 
and  wood-working  tools.  A  teacher  was  employed  to  give  instruc- 
tion to  classes  of  boys  in  wood-work,  devoting  half  his  time  to  it.  We 
have  now  entered  upon  the  second  year  with  this  work.  The  shop  is 
furnished  with  six  cabinet  benches,  two  vises  to  each  and  two  sets  of 
tools  for  each.  Four  classes  of  boys  selected  from  the  seventh  and 
eighth  grades  and  numbering  about  fifty,  do  the  work  of  the  shop. 

kiTwo  classes  work  each  day  about  one  hour  each,  the  classes  alter- 
nating so  that  each  class  works  an  average  of  two  and  a  half  hours 
per  week.  The  department  is  now  in  charge  of  Mr.  J.  N.  McQuil- 
kin,  a  graduate  of  the  St.  Louis  Manual  Training  School.  As  ob- 
served above,  the  instructor  devotes  but  half  his  time  to  the  shop 
work,  the  remaining  time  being  devoted  to  teaching  other  branches, 
principally  arithmetic  and  drawing.  The  purpose  of  the  shop  work 
is  to  train  boys  to  a  systematic  use  of  wood- working  tools.  To 
effect  this,  exercises  are  given  in  the  use  of  the  plane,  saw,  square, 
hammer,  chisel,  gouge,  brace  and  bit,  and  a  few  other  tools.  Draw- 


INDUSTRIAL  EDUCATION  COMMISSION.  83 

ings  are  first  made  by  the  pupil,  and  he  works  carefully  and  accur- 
ately from  these.  Aside  from  the  simple  apparatus,  geometrical  forms, 
etc.,  mentioned  above,  each  pupil  is  allowed  to  complete  some  given 
article  during  the  term;  but  the  work  consists  chiefly  of  exercises 
designed  to  develop  mathematical  and  mechanical  skill,  and  to  train 
to  a  right  use  and  care  of  the  tools. 

PURPOSE. 

"  In  addition  to  what  has  already  been  indicated  concerning  the 
purpose  of  the  manual  training,  I  may  add  that  it  is  not  the  purpose 
to  make  mechanics,  or  even  to  impart  very  much  or  very  superior 
mechanical  skill.  Our  course  of  study  is  designed  to  embrace  two 
years  shop  work. 

"  The  same  considerations  which  have  induced  school  boards  in 
many  places  to  adopt  the  use  of  tools  and  shop  work,  led  our  board  to 
make  the  experiment.  It  may  not  be  out  of  place  here  to  give  a 
synopsis  of  these  considerations. 

"1.  Boys  in  the  higher  grammar  grades  become  restive,  tired  of 
school,  and  manifest  an  irrepressible  desire  to  be  doing  something  out- 
side of  school.  It  was  hoped  that  the  interest  and  variety  of  half  an 
hour's  shop  work  each  day  would  satisfy  this  desire  and  hold  the  boys 
for  a  longer  time  in  school. 

14  2.  Since  it  is  the  purpose  of  education  to  develop  all  the  powers  of 
mind  and  body,  it  was  thought  that  practice  with  tools  would  develop 
the  constructive  talent  which  at  the  age  referred  to  is  struggling  to 
free  itself.  It  was  farther  believed  that  germs  of  talent  might  in  this 
way  be  discovered  that  might  otherwise  remain  hidden. 

"  3.  Since  the  law  of  action  and  reaction  applies  in  mental  as  well 
as  physical  forces,  it  was  believed  that  the  work  of  the  regular  curri- 
culum would  be  both  quickened  and  strengthened  by  vigorous  think- 
ing and  doing — i.  0.,  by  planning  and  executing  some  material  thing. 

"  4.  The  above  considerations  were  supplemented  by  an  economic 
view.  The  advantage  to  every  person,  whatever  his  station  or  voca- 
tion in  life,  of  being  "  handy  "  with  tools  was  deemed  sufficient  to 
justify  the  introduction  of  tool  work. 

u  5.  A  more  far  reaching,  economic  view  was  the  one*  frequently 
urged  by  magazine  writers  and  advocates  of  manual  training  gener- 
ally, namely,  that  it  is  the  business  of  the  school  to  counteract  as  far 
as  possible  the  too  prevalent  and  growing  idea  that  physical  toil  is 
degrading  to  manhood ;  that  to  be  educated  is  to  be  able  to  earn  a 
living  without  soiling  the  hands,  etc. 

EXPENSE. 

"  The  following  statement  will  show  approximately  the  cost  of  in- 
augurating and  carrying  forward  the  work: 


84  REPORT  OF  THE 

6  Cabinet  benches, $100 

12  Sets  of  tools, 50 

Additional  tools  for  general  use, 15 

Fixtures  and  furniture, 25 

Incidentals, 10 

Total, $200 

Annual  cost  of  carrying  on  the  work  : 

Instruction, $250 

Material, . 25 

Repairs, 15 

Incidentals, 10 

Total, $500 

RESULTS. 

"We  have  hardly  been  at  work  long  enough  to  speak  of  results. 
Accuracy,  patience,  and  a  quickening  of  the  observing  powers  are 
noticeable,  however.  The  teachers  affirm  that  the  boys  who  do  this 
work  are  more  proficient  in  arithmetic,  drawing^  and  in  orderly  and 
systematic  arrangement  of  work  than  those  who  do  not.  Improvement 
in  individual  cases  has  been  observed  in  the  above  respects,  after 
taking  up  the  work. 

u  The  attendance  of  boys  has  been  considerably  increased  in  the 
upper  grades  since  the  introduction  of  the  shop  work.  Other  causes 
have  doubtless  contributed  to  this,  but  it  is  fair  to  conclude  that  the 
manual  training  has  contributed  its  share. 

" A  few  boys,  who  are  exceedingly  dull  in  the  other  work,  are  among 
the  best  in  drawing  and  shop  work.  The  reverse  is  also  true.  Again, 
others  who  are  excellent  in  the  regular  work  excel  also  in  this. 

UI  may  add  that,  as  yet,  we  have  nothing  corresponding  to  the 
shop  work  for  girls.  We  have  agitated  somewhat  the  subject  of  plain 
sewing  and  textile  work,  but  have  done  nothing  definite  in  this  di- 
rection. 

The  work  that  we  are  doing  is  enjoyed  very  much  by  the  boys, 
and,  though  the  work  is  optional,  all  the  places  are  full  and  we  cannot 
supply  the  demand  for  opportunities  to  work. 

u  We  are  satisfied  with  the  experiment ;  it  meets  with  almost  uni- 
versal favor  on  the  part  of  patrons  and  citizens."  [The  italics  are 
ours.] 

2.  Chicago  Manual  Training  School. 

The  Chicago  Manual  Training  School  was  founded  by  the  Commer- 
cial Club  of  Chicago,  the  necessary  funds  being  subscribed  March  25, 

1882. 


INDUSTRIAL  EDUCATION  COMMISSION.  85 

The  object  of  the  school,  as  stated  in  the  articles  of  incorporation, 
was  "  instruction  and  practice  in  the  use  of  tools,  with  such  instruc- 
tion as  may  be  deemed  necessary  in  mathematics,  drawing  and  the 
English  branches  of  a  high  school  course,  it  being  the  intention  to  di- 
vide the  working  hours  of  the  students,  as  nearly  as  possible,  equally 
between  manual  and  mental  exercises." 

Candidates  for  admission  to  the  junior  year  must  be  at  least  four- 
teen years  of  age,  and  must  pass  a  satisfactory  examination  in  read- 
ing, spelling,  writing,  geography,  English  composition  and  arithmetic. 

u  Before  entering  this  school  boys  should  be  able  to  spell  correctly 
words  in  general  use,  to  punctuate  properly,  and  to  express  them- 
selves in  good  English.  They  ought  to  have  formed  the  habit  of  con- 
sulting dictionaries  and  other  reference  books,  so  as  to  be  able  readily 
to  extract  an  author's  meaning  from  a  page  of  ordinary  English.  They 
ought  also  to  be  familiar  with  the  fundamental  operations  of  arithme- 
tic as  applied  to  integers,  fractions,  denominate  numbers,  including 
simple  measuration  and  percentage." 

Pupils  desiring  to  study  Latin  must  pass  a  special  examination  in 
English  grammar.  Boys  who  have  completed  a  grammar  school 
course  should  have  no  difficulty  in  passing  the  examination  for  admis- 
sion. 

The  full  course  of  study,  covering  three  years,  is  as  follows  : 

JUNIOR  YEAR. 

1.  Mathematics. — Algebra,  Geometry. 

2.  Science. — Physiology,  Physical  Geography. 

3.  Language. — English  Language  and  Literature  or  Latin. 

4.  Drawing. — Free-hand,  Model  and  Object,  Projection,  Machine, 
Perspective. 

5.  Shop  Work. — Carpentry,  Joinery,  Wood-Turning,  Pattern  Mak- 
ing. Proper  care  and  Use  of  Tools. 

MIDDLE  YEAR. 

1.  Mathematics. — Geometry,  Plane  Trigonometry. 

2.  Science. — Phycics. 

3.  Language. — General  History  and  English  Literature  or  Latin. 

4.  Drawing. — Orthographic   Projection    and   Shadows,   Line    and 
Brush  Shading,  Isometric  Projection  and  Shadows,  Details  and  Ma- 
chinery, Machines  from  Measurement. 

5.  Shop  Work. — Molding,  Casting,  Forging.  Welding,  Tempering, 
Soldering,  Brazing. 

SENIOR  YEAR. 

1.  Mathematics. — Mechanics,  Book-Keeping. 

2.  Science. — Chemistry  or  Descriptive  Geometry  and  Higher  Al- 
gebra. 


86  REPORT  OF  THE 

3.  Language,  etc. — English  Literature,  Civil  Government,  Political 
Economy,  or  Latin,  or  French. 

4.  Drawing. — Machine  from  Measurement,  Building  from  Measure- 
ment, Architectural  Perspective. 

5.  Machine  Shop  Work. — Chipping,  Filing,  Fitting,  Turning,  Drill- 
ing,  Planing,  etc.;   Study  of  Machinery,  Management  and  Care  of 
Steam  Engines  and  Boilers. 

The  student  is  not  only  taught  the  use  of  tools,  but  "instruction  is 
given  each  year  in  the  production,  properties  and  uses  of  the  materi- 
als— wood,  iron,  steel,  brass,  etc. — used  in  that  year. 

u  Throughout  the  course  one  hour  each  day  is  given  to  drawing  and 
two  hours  each  day  to  shop  work.  The  remainder  of  each  school  day 
is  d.evoted  to  study  and  recitation.  A  diploma  testifying  to  scholar- 
ship and  skill  is  given  on  graduation.  Tb  those  who  have  not  satis- 
factorily completed  the  three  years'  course  are  given  certificates  of 
proficiency  in  whatever  departments  of  study  and  practice  their  work 
has  reached  the  required  standard.  These  certificates  are  exchangable 
for  diplomas  whenever  the  full  course  shall  have  been  finished  to  the 
satisfaction  of  the  school  authorities.  Certificates  are  given  only  to 
pupils  who  have  been  three  years  in  the  school,  and  who  have  been 
prevented  by  ill  health,  or  other  unavoidable  cause,  from  completing 
the  course.  Boys  are  not  admitted  to  partial  courses. 

u  To  meet  the  requirements  of  different  technological  schools  which 
graduates  may  desire  to  enter,  pupils  are  permitted,  with  the  approval 
of  the  directors,  the  choice  of  Latin  and  French  instead  of  the  English 
language  and  literature,  and  descriptive  geometry  and  higher  algebra 
instead  of  chemistry. 

fci  Upon  the  recommendation  of  the  director,  graduates  of  this  school 
are  admitted  without  examination  and  free  of  conditions  to  the  School 
of  Mechanics  and  Engineering  of  Purdee  University,  Lafayette,  Ind  ; 
the  Polytechnic  School  of  Washington  University,  St.  Louis,  Mo.; 
Sibley  College,  Cornell  University,  Ithaca,  N.  Y.;  Rose  Polytechnic 
Institute,  Terre  Haute,  Ind." 

In  the  awarding  of  prizes,  equal  importance  is  attached  to  scholar- 
ship, drawing  and  shop  work — three  being  offered  for  each,  and  one 
prize  to  the  member  of  the  graduating  class  who  has  maintained  the 
most  satisfactory  record  in  every  respect  during  the  entire  course  of 
three  years. 

In  addition  to  lectures  given  in  connection  with  the  regular  courses, 
several  series  on  American  history  have  been  planned  uwith  the  de- 
sign of  cultivating  a  patriotic  and  law-abiding  spirit  as  one  of  the 
foundations  of  good  citizenship." 

In  judging  of  the  results  of  the  work  it  is  to  be  borne  in  mind  that 
u  education  not  manufacture  is  the  idea  underlying  the  manual  train- 
ing." The  exercises  are  therefore  chiefly  "designed  to  develop  skill 
in  the  usa  of  tools,  but,  "  the  educational  value  of  construction  is 


INDUSTRIAL  EDUCATION  COMMISSION.  87 

also  recognized,  and  the  course  embraces  a  number  of  finished  arti- 
cles." 

Some  idea  of  the  pupils'  work  during  the  year  1887-8  maybe  gained 
from  the  following  list : 

WORK  DONE  IN  THE  WOOD  ROOM. 

(a)   Carpentry. 

96  exercises  in  planing  and  sawing. 

864  exercises  in  joinery,  including  tongue  and  groove  joints,  mortise  and  tenon  joints, 
square  and  oblique  dovetail  joints,  dovetail  scarf  joints,  keyed  scarf  joints  and 
frames  with  keyed  mortise  and  tenon  joints  and  braces. 

672  small  drawing  models,  including  triangular  square,  pentagonal  and  hexagonal 
frames,  cubical  frame,  double  cross,  etc. 

(&)   Wood-turning. 
600  exercises  in  soft  wood  giving  practice  in  roughing  down,  straight  paring  work, 

concave  and  convex  curves,  Vs,  beads,  etc. 
648  exercises  in  hard-wood  turning. 
144  hard-wood  tool  handles. 
96  hard-wood  rosettes. 
200  white  maple  dumbbells. 
144  turned  moldings  for  cabinet  work. 

1  globe  and  stand. 

(c)   Cabinet  Work. 

192  exercises  in  drawer  dovetails  (front  and  back). 

24  chalk  holders  for  school  room. 
216  exercises  in  mitered  ornamental  picture  frames. 
4  large  drawing  models. 

24  fancy  work  boxes. 

4  ladies'  work  tables. 

2  book-cases  for  school  rooms. 

5  revolving  book -cases. 

1  center  table. 

2  pede.stals. 

(d)  Pattern-making. 

48  patterns  of  hexagonal  wrench. 

48  patterns  of  journal  brass. 

96  patterns  of  square  grate. 

24  patterns  of  building  braces. 

48  patterns  of  quarter  turn  and  half  turn  flanged  pipe  with  case  boxes. 

MIDDLE  CLASS— SCHOOL,  YEAR  1887-8. 
Forge  Department — Exercises. 

Preparatory  in  lead,     240 

In  Iron. 

Drawing, .  135 

Upsetting, 130 

Bending  (rings  and  links),     183 

Gate  hooks, 65 

Double  hooks, 66 

Pointed  eyebolts, 62 

Staples, 130 

Chain  locks, 61 

Nails, •    • 250 

Bolts,  square  and  hexagonal, 140 

Nuts,  square  and  hexagonal, 125 

Welding,  fagot  lap,  and  "  T  "  welds, 248 


88  REPORT  OF  THE 

Rings,  band  and  flat  or  washer, 133 

Rings  and  eyebolts, 130 

Chains,  hooks,  links,  swivels  and  rings, 630 

Shelf  brackets, 65 

Angle  or  corner  braces, 66 

Blacksmith  tongs, 95 

Fire  shovels, 20 

Heading  tools  steel  faced, 40 

Wrenches  for  wood  lathes, .   .   .  16 

Exercises  in  brazing  and  sweating, 40 

3,070 
STEEL  FORGING  AND  TEMPERING. 

Tools  all  Cast  Steel. 

Cold  chisels,  flat, 60 

Cape  chisels 30 

For    Woodwork. 

Firmer  chisels, 12 

Socket  chisels, 2 

Turning  chisels, 3 

Lathe  Tools. 

Diamond  point,  square  and  round  nose  front  side  tools  (right  and  left),  thread 
and  cutting  off  tools  and  inside  or  boring  tools ;  also  reamers  and  drills  ;  in 

all,     .    .   .    > 65 

Hammers. 

Balle  pene,  cross  pene  and  claw  hammers,  in  all, 18 

180 


Extra.—  Pipe  tongs,  gas  pliers  (steel),  pincers  (steel),  screw-drivers,  scratch  awls, 
center  punches,  magnets,  fencing  foils,  horse  shoes,  forgings  for  engines,  bolts,  cut 
off  rods,  straps  and  keys  and  forgings  for1  thirty-two  jack  screws. 

Projects.— 3  hall  lamps,  4  piano  lamp  stands,  2  dictionary  stands,  1  flower  stand 
and  grate  rack  with  poker,  tongs  and  shovel. 

Steal  Tools  for  Shop  Use. 
7  flatters,  8  set  hammers,  4  chisels  (handle),  4  bottom  fullers  and  1  eye  punch. 

FOUNDRY  WORK. 

Melting  in  Soft  Metals. 

Molding  parts  of  speed  lathes  and  engines,  hangers  for  shaftings  (including  boxes 
and  oil  cups),  pulleys,  shearer  pulleys,  gears,  bevel  and  mitre,  washers,  nuts, 
wrenches,  valves,  swivels,  ornamental  patterns,  etc. 

WORK  DONE  IN  MACHINE  SHOP  1887-88. 
By  Senior  Class. 

74  exercises,  chipping  and  filing. 
74  exercises,  filing,  boring  and  turning. 
74  exercises,  lathe  work  and  filing. 
62  exercises,  planing  and  filing. 

6  taps. 

2  reamers. 

9  tools  for  making  engines. 

6  eight  horse-power  steam  engines. 
40  jack  screws. 
12  tile  breakers. 

2  bench  screws. 


INDUSTRIAL  EDUCATION  COMMISSION.  89 

2  wood  room  vises. 
2  wood  room  spurs. 
1  Counter  shaft. 

Projects : 

4  six  horse-power  steam  engines. 
1  small  steam  engine. 

1  wood  lathe. 

2  dynamos. 

2  cameras. 

3  set  taps  and  dies. 

1  grindstone,  frame,  shaft,  etc. 
1  electric  motor. 

WORK  IN  DRAWING. 

Junior  Class. 

Drawings, 3,588 

Sketches, 1,748 

5,336 

Middle  Class.    ' 


Drawings,   ...          

520 

Sketches,    

1,235 

1  755 

Senior  Class. 
Drawings,           .           .    .           

144 

Sketches,    .   .                            .          

360 

f.04 

The  first-class  was  organized  February  4th,  1884,  and  was  graduated 
June  24th,  1886. 

The  following  extracts  from  reports  of  committees  chosen  from  the 
architects  and  manufacturers  of  the  city  to  examine  and  report  upon 
the  character  of  the  work  done  by  this  first  class,  will  show  how  prac- 
tical business  men  looked  upon  the  results  obtained. 

"  Since  our  examination  of  the  work  on  view  was  expected  to  be  general,  we  can 
only  express  ourselves  in  general  terms  ;  and  yet  it  seems  that  we  should  particu- 
larize somewhat,  where  drawings  are  so  deservedly  meritorious.  The  work  of  free- 
hand drawing,  and  drawing  from  the  round,  include  some  very  clever  productions, 
which  older  draftsmen  than  those  who  made  them  might  well  be  proud  of.  The  care- 
ful drawing  of  the  locomotives,  from  actual  measurements,  are  deserving  of  atten- 
tion and  praise.  There  are  specimens  in  mechanical  drawing,  both  geometrical  and 
perspective,  which  are  admirable,  while  some  of  the  architectural  drawings  presented 
are  of  superior  character.  The  line-drawing  of  the  elevation  of  a  residence,  the  per- 
spective of  another,  the  production  of  scale-drawings,  from  actual  measurements  of 
the  Manual  Training  School  Building,  and  the  perspective  drawings  of  the  same 
building,  all  indicate  careful  study  from  careful  training.  There  seemed  to  be  less 
careless  handling  and  poor  drawing  exhibited,  for  the  number  displayed,  than  is  usual 
in  older  schools  and  in  larger  institutions. 

"  We  are  pleased  to  extend  our  congratulations  upon  the  success  so  far  attained  by 
your  institution,  which  we  hastily  visited  in  detail  after  the  examination  of  the  draw- 
ings ;  and  we  believe  the  work  which  you  have  inaugurated  here  will  develop  into 
one  of  the  strong  arms  of  education,  and  will  be  a  powerful  agent  for  good  in  the  fu- 
ture, in  the  development  of  skilled  and  educated  mechanics. 

"These  schools  in  the  future,  we  believe,  will  break  down  the  society  lines,  which 
all,  or  most  all,  building-trade  societies  have  fenced  themselves  in  with,  and  will  as- 
sist to  send  out  able  and  skilled  artisans  in  the  building  trades,  regardless  of  their 
laws  and  edicts,  and  will  also  tend  to  so  elevate  the  industrial  arts  to  a  degree  that 
many  ayoung  man  may  be  proud  to  be  known  as  a  mechanic." 


90  REPORT  OF  THE 

"  DEAR  SIR  :  Responding  to  the  re  quest  of  Mr.  H.  H.  Belfield,  I  inspected  the  wood- 
work of  your  Junior  class,  consisting  of  turning,  sawing,  moldings,  carving,  dove- 
tailing, jointing,  framing  and  construction  ;  and  I  am  pleased  to  bear  testimony  to 
the  work  being  a  credit  both  to  the  pupils  and  their  instructors— comparing  very 
favorably  with  that  done  by  many  who  profess  to  be  finished  mechanics  ;  which  goes 
to  show  very  plainly  that  the  education  in  the  use  of  mechanical  tools  cannot  begin 
too  early  in  life  to  make  the  perfect  workman." 


"  Your  committee,  who  were  requested  to  examine  and  report  castings,  etc.,  made 
by  the  pupils  in  the  institution,  would  respectfully  report  that  we  have  examined 
various  samples  of  work  done,  and  that  we  take  great  pleasure  in  assuring  you  that 
we  are  agreeably  surprised  at  the  evidence  of  skill  manifested  in  the  work  done. 
Considering  the  age  of  the  pupils  and  the  time  given  to  the  manipulation  of  tools, 
the  progress  is  remarkable,  and  shows  great  skill  and  aptitude  in  the  forming  and 
shaping  of  articles  from  the  various  metals." 

The  following  extracts  from  a  letter  to  the  Commission  from  the 
director  of  the  school,  under  date  of  October  3, 1888,  briefly  states  the 
present  situation  : 

"  I  scarcely  know  what  more  to  send  [than  catalogues]  that  will  in- 
terest you.  Possibly  the  enclosed  list  of  the  articles  made  by  the  pu- 
pils last  year  may  serve  some  purpose. 

I  may  also  state  that  our  school  takes  its  full  share  of  prizes  at  the 
State  fair,  for  scholastic  work,  in  competition  with  the  scholastic  work 
of  the  best  high  schools  of  the  State.  I  think  this  important,  as  show- 
ing that  the  manual  work  does  not  interfere,  or  retard  the  purely  aca- 
demic work. 

In  regard  to  the  attitude  of  the  public  towards  our  school,  and 
manual  training  in  general :  The  school  was  opened  with  considerable 
doubt  of  its  ability  to  do  fair  intellectual  work,  especially  among  edu- 
cational people.  That  doubt  has  been  largely  dissipated.  The  general 
public  has  welcomed  our  work  from  the  first,  though  it  has  had  mis- 
conceptions of  the  true  character  of  our  scope.  Many  imagined  the 
school  to  be  a  refuge  for  the  dunces  or  scape-graces  that  could  make 
no  progress  in,  or  were  wisely  expelled  from  the  public  school.  Many 
supposed  it  to  be  a  school  for  the  teaching  of  trades.  But  its  true 
character  has  forced  itself  on  the  minds  of  people  generally  ;  and  the 
number  of  applicants  for  admission  has  steadily  increased.  Our  first 
class  numbered  78;  the  present  junior  (first  year)  class  numbers  102, 
and  I  am  refusing  applicants  almost  daily,  simply  for  want  of  room. 

Last  year  the  entire  school — three  classes — was  202  ;  this  year,  225. 

There  is  a  demand  for  teachers  of  manual  training,  especially  in 
colleges  and  private  schools.  A  letter  from  the  Texas  State  Agricul- 
tural and  Mechanical  College  is  just  received,  asking  for  a  teacher. 
One  of  my  graduates  taught  last  year  in  the  Arkansas  State  College 
at  Fayetteville,  and  this  year  has  gone  to  the  Miller  school,  Virginia. 
Another  taught  a  private  school  in  Racine,  during  July  and  August- 


INDUSTRIAL  EDUCATION  COMMISSION.  91 

During  the  school  year  several  of  my  pupils  teach  manual  training 
on  Saturday." 

Very  truly  yours, 
(Signed)  H.  H.  BELFIELD. 

3.  Peru,  111. 

u  Manual  training  is  in  its  sixth  year  here,  with  no  abatement  of 
interest ;  rather  a  settled  content  that  it  is  a  part  of  our  public  school 
system.  With  us  it  has  received  attention  in  three  directions  : 

1.  The  boys'  workshop  for  wood  work,  fitted  up  for  classes  of  twenty 
with  all  the  tools  necessary  for  such  practice.     The  boys  take  this 
work  daily  except  Friday  forty- five  minutes  each  recitation.     In  these 
classes  are  taught  (a)  care  and  use  of  tools,  ( b)  nature  of  materials  to 
be  used,  (c)  practical  designing  of  simple  objects. 

2.  For  the  girls,  sewing.     In   this  department   only  plain  sewing, 
cutting  and  fitting  is  attempted.     There  is  no  work  being  done  in  this 
department  now,  though  we  shall  have  some  for  our  winter  classes. 

3.  Wood- carving    at    school   seats   in   connection   with    drawing- 
lessons. 

This  in  brief  constitutes  our  manual  training  work." 

Yours  truly, 
(Signed)  R.  L.  BARTON, 

Superintendent  City  Schools. 

4.  Illinois  State  University. 

"  The  State  University  of  Illinois,  had  its  origin  in  a  movement  for 
the  higher  education  of  the  industrial  classes,  begun  in  1851,  and  re- 
sulting in  the  congressional  grant  of  lands  for  this  purpose,  made 
to  the  several  States  in  1862,  and  amounting  in  this  State  to  480,000 
acres.  The  university  was  chartered  in  February,  1867,  and  opened 
to  students  in  March,  1868.  Successive  colleges  and  schools  have 
been  added  as  required,  until  four  colleges,  including  ten  distinct 
schools,  have  been  organized." 

Applicants  for  admission  to  the  mechanical  engineering  course 
should  be  at  least  eighteen  years  of  age — none  are  admitted  under 
fifteen — and  must  pass  examination  in  arithmetic,  geography,  English 
grammar,  history  of  the  United  States,  algebra  through  quadratics, 
physiology,  natural  philosophy,  plane  and  solid  geometry,  and  botany. 

EXPENSES. 

The  tuition  is  free  in  all  the  University  classes. 
The   matriculation   fee   entitles   the   student  to  membership 
in  the  University  until  he  completes  his  studies,  and  must 

be  paid  before  he  enters ;  amount, $10  00 

The  term  fee  for  incidental  expenses  is,  for  each  student,   .    .        7  50 
Room  rent  in  university  dormitory,  each  student  per  term, 

2  00  to  6  00 


92  REPORT  OF  THE 

Each  student  in  the  chemical  and  physical  laboratories,  and  in 
the  draughting  ani  engineering  classes,  is  required  to  make  a  de- 
posit varying  from  fifty  cents  to  eight  dollars,  to  pay  for  chemicals 
and  apparatus  used,  and  for  any  breakages  or  damages. 

All  engineering  students  pursue  the  following  studies  :  French  or 
German  for  two  years ;  pure  and  applied  mathematics,  physics  and 
drawing.  The  special  work  of  the  mechanical  engineering  students 
will  be  best  understood  from  the  following  extracts  from  the  annual 
catalogue : 

SCHOOL  OF  MECHANICAL  ENGINEERING. 
Object  of  the  School. 

This  school  seeks  to  prepare  students  for  the  profession  of  mechan- 
ical engineering.  It  aims  to  fit  them  to  invent,  design,  construct  and 
manage  machinery  for  any  branch  of  manufactures.  The  State  needs 
men  who,  to  a  thorough  knowledge  of  the  principles  of  machinery 
and  of  the  various  motors,  add  the  practical  skill  necessary  to  design 
and  construct  the  machines  by  which  these  motors  are  made  to  do 
work. 

Instruction. 

The  instruction,  while  severely  scientific,  is  thoroughly  practical.  It 
aims  at  a  clear  understanding  and  mastery  of  all  mechanical  princi- 
ciples  and  devices.  Practice  in  the  mechanical  laboratory  is  counted 
as  one  of  the  studies  of  the  course. 

In  principles  instruction  is  imparted  by  lectures,  illustrated  plates, 
and  by  text  books.  Examples  are  given  showing  the  application  of  the 
theories  and  principles  taught.  Experiments  in  the  testing  of  ma- 
chines and  motors  are  undertaken  by  the  student. 

In  practice  elementary  forms  are  produced  and  projects  are  exe- 
cuted in  which  the  student  constructs  machines,  or  parts  thereof,  of 
his  own  designing,  and  from  his  own  working  drawings. 

In  designing  the  student  begins  with  elements,  and  proceeds  with 
progressive  exercises  till  he  is  able  to  design  and  represent  complete 
machines. 

Mechanical  Art  and  Design. 

An  elementary  course  of  shop  practice  has  been  carefully  arranged 
to  familiarize  the  student  with  the  forms  of  the  parts  of  machines  and 
the  mode  of  producing  them.  He  is  made  familiar  with  all  the  ordi 
nary  cutting  tools  for  iron  or  wood,  with  the  form  and  condition  for 
most  eifective  work,  with  the  machines  and  appliances  by  which  they 
are  put  in  action,  and  the  instruments  by  which  desired  dimensions  of 
product  are  obtained.  This  practice  is  obtained  in  the  mechanical 
laboratory  and  represents  four  different  shops,  viz  : 

1.  Patternmaking. 

2.  Blacksmithing. 


INDUSTRIAL  EDUCATION  COMMISSION.  93 

3.  Bench  Work  for  Iron. 

4.  Machine  Tool  Work  for  Iron. 

In  the  first  the  practice  consists  in  planing,  turning,  chiseling,  etc., 
in  producing  true  surfaces  in  various  forms  in  wood,  and  also  in  com- 
bining pieces  of  glue  joint,  etc.,  preliminary  to  correct  patternmak- 
ing.  Patterns  are  finally  made,  from  which  are  cast  pieces  in  iron, 
brass,  etc.,  to  be  worked  in  the  subsequent  shops. 

In  the  second,  the  student  uses  the  forge  and  performs  the  various 
elementary  operations;  such  as  drawings,  upsetting,  bending,  weld- 
ing, etc. 

In  the  third  there  is  first  a  course  of  free-hand  bench  work,  the 
cold  chisel  and  file  being  the  only  tools.  After  the  hand  and  eye  are 
sufficiently  trained,  fitting  is  begun,  and  the  square,  bevel,  rule,  com- 
passes and  other  auxiliary  bench  tools  are  used.  Pieces  are  then 
fitted  together  by  the  file,  with  surfaces  carefully  finished. 

In  the  fourth  shop  the  ordinary  machine  tools  of  the  machine  shop 
are  used.  The  first  practice  employs  these  machines  with  their  cut- 
ting tools  or  bits,  in  common  operations,  such  as  turning  cylinders, 
discs,  grooves,  and  fillets;  boring,  drilling,  hand-turning,  milling, 
planing,  etc. 

Following  this  is  a  course  of  practice  in  fitting  and  finishing,  in 
which  calipers,  rules,  etc.,  are  introduced,  and  many  of  the  various 
fittings  employed  in  machinery  are  produced. 

Lectures  are  given  in  which  the  most  favorable  forms  and  manipu- 
lations of  cutting  tools  and  auxiliary  appliances  are  explained. 

Previous  to  the  shop  work,  drawings  of  the  pieces  are  made  by  the 
student,  and  the  exact  thing  to  be  done  is  indicated ;  thus  mistakes 
are  avoided  and  practice  facilitated. 

The  designing  of  such  machine  elements  as  pulleys,  journal  boxes, 
cranks,  stuffing  boxes,  etc.,  cultivates  a  knowledge  of  proportion,  and 
of  its  proper  representation  on  paper. 

This  course  of  elementary  practice  fits  the  student  for  the  advanced 
shop  practice  in  designing  and  construction  of  complete  machines 
undertaken  later  in  the  course. 

TECHNICAL  STUDIES. 

Kinematics  and  Principles  of  Mechanism. — Relative  motion  of 
points  in  a  system  of  connected  pieces ;  motion  independent  of  force ; 
velocity  ratio;  investigation  of  motion  of  elementary  parts  of  ma- 
chines, at  friction  and  non  circular  wheels  in  rolling  contact,  cams  and 
curves  in  sliding  contact;  gear  teeth;  gearing  chains;  escapements; 
link  work. 

Prime  Movers. — The  theory  and  useful  effects  of  turbine  water- 
wheels,  and  best  form  of  the  parts  for  high  efficiency.  Other  water- 
wheels  and  wind- wheels.  Application  of  the  thermo  dyamics  in  the 
study  of  heat  engines.  Relative  economy  of  different  engines. 


94  RE  POUT    OF   THE 

Mill-  Work  and  Machinery. — Trains  of  mechanism  studied  with 
reference  to  their  resistance  and  efficiency;  best  forms  for  transmis- 
sion of  power  for  short  or  great  distances;  forms  of  the  parts  for 
securing  desired  results  in  power  and  velocity;  elastic  and  ultimate 
strength  of  parts. 

Machine  Drawing. — Working  drawings  of  original  designs ;  finish- 
ing in  water  colors,  and  in  line  shading;  details  for  shop  use  accord- 
ing to  the  practice  of  leading  manufacturers. 

PROJECTS  AND  PRACTICE. 

"  The  shop  practice  of  the  first  year  has  already  been  described. 
The  second  year  practice  has  for  its  object  the  production  of  some 
model  or  machine.  The  students,  under  the  immediate  direction  of 
the  teachers,  carefully  determine  the  dimensions  and  shapes  best 
suited  for  the  parts  of  some  machine,  produce  them  in  neat  and  accu- 
rate working  drawings,  and  make  tracings  for  shop  use.  No  student 
commences  his  advanced  shop  practice  without  working  drawings. 
The  designs  are  such  as  require  execution  in  iron,  brass  and  wood, 
for  the  purpose  of  giving  variety  of  practice.  The  student  is  re- 
quired to  make  the  patterns  and  castings,  finish  the  parts,  and  put 
them  together  in  accordance  with  the  working  drawings  and  the 
required  standard  of  workmanship.  This  acquaints  him  with  the 
manner  in  which  the  mechanical  engineer  carries  his  designs  into 
execution,  and  teaches  him  to  so  shape,  proportion  and  dispose  the 
parts  of  a  machine  as  to  secure  the  greatest  economy  of  construc- 
tion and  durability  in  use.  The  practice  of  the  third  year  includes 
the  careful  construction  of  mechanical  movements,  strictly  in  accord- 
ance with  the  theoretical  determination  of  the  form  of  the  parts. 

u  Besides  these  practical  exercises,  students  of  sufficient  skill  may 
be  employed  in  the  commercial  work  which  is  undertaken  by  the  shop. 
For  this  work  they  receive  compensation.  This  work  includes  all 
kinds  of  machine  building  and  repairing,  and  serves  to  extend  and 
conform  the  practical  experience  of  the  student. 

tk  Experiments  and  Practical  Problems. — Experiments  in  the  test- 
ing of  prime  movers  and  other  machines,  are  undertaken  by  each 
student.  They  take  indicator  diagrams  from  the  engine  of  the  me- 
chanical laboratory  and  in  factories  in  the  adjoining  towns,  and  deter- 
mine from  them  the  power  developed  with  different  degrees  of  ex- 
pansion, and  the  possible  defects  of  valve  movement  in  distribution  of 
steam." 

APPARATUS. 

This  school  is  provided  with  plates  and  a  cabinet  of  models  illu- 
strating mechanical  movements  and  elementary  combinations  of 
mechanism. 


INDUSTRIAL  EDUCATION  COMMISSION.  95 

The  mechanical  building  and  drill  hall  is  of  brick,  126  feet  in 
length  and  88  feet  in  width.  It  contains  a  boiler  room,  a  machine 
shop,  furnished  for  practical  use  with  a  steam  engine,  lathes  and 
other  machinery;  pattern  and  finishing  shops;  shops  for  carpentry 
and  cabinetwork,  furnished  with  wood  working  machinery;  paint 
and  draughting  rooms,  and  rooms  for  models,  storage,  etc.  An  addi- 
tion for  a  blacksmith  shop,  32x36  feet,  contains  forges,  with  anvils 
and  tools,  and  a  cupola  for  melting  iron. 

The  Mechanical  Laboratory  is  provided  with  a  steam  engine, 
engine  and  hand  lathes,  planer,  drill  presses  and  the  requisite  hand 
tools,  benches,  vises,  anvils,  etc.,  for  pattern  shop,  blacksmith  shop, 
molding  room  and  bench  work.  Its  cabinets  contains  several  hun- 
dred models  of  elements  of  mechanism  and  machines. 


96  REPORT  OF  THE 


VII.  INDIANA. 

1.  Indianapolis  Public  Schools. 

Superintendent  Jones,  of  Indianapolis,  Indiana,  under  date  of 
September  27,  1888,  writes  : 

u  We  have  no  documents  of  the  kind  to  which  you  refer.  We  are 
in  the  midst  of  our  first  year  of  manual  training  in  our  high  school. 
We  have  for  many  years  carried  out  a  systematic  course  of  drawing 
and  construction  work  throughout  our  primary  schools,  but  have  no 
printed  documents.  My  annual  report,  in  which  I  have  discussed  the 
subject  somewhat,  is  in  the  hands  of  the  printer.  The  public  senti- 
ment here  is  favorable  to  such  course  as  an  educational  force,  tending 
to  develop  executive  ability,  rather  than  as  an  immediate  preparation 
for  any  special  calling." 

2.  Purdue  University. 

Purdue  University  is  a  State  institution.  It  is  supported  by  legis- 
lative appropriations  and  by  the  proceeds  of  the  land  grant  Act  of 
1862.  It  derives  its  name  through  legislative  enactment  from  John 
Purdue,  who  gave  to  the  State  for  the  use  of  the  institution  two  hun- 
dred and  twenty  thousand  dollars.  It  has  a  permanent  endowment 
fund  to  the  amount  of  three  hundred  and  forty  thousand  dollars,  and 
other  non-productive  property  in  buildings,  lands  and  equipment  to 
the  value  of  three  hundred  and  thirty  thousand  dollars. 

It  has  one  hundred  and  eighty  acres  of  land  in  its  campus  and  farm, 
fifteen  buildings,  well  equipped  laboratories,  shops,  museums,  library 
and  reading  rooms. 

Its  purpose  is  to  afford  the  young  men  and  women  of  Indiana  an  oppor- 
tunity to  acquire  a  good  collegiate  education  in  mathematics,  science, 
literature  and  art,  and  at  the  same  time  to  secure  instruction  and 
practice  in  such  lines  of  work  as  will  fit  them  to  engage  in  the  prac- 
tical industries  of  life.  The  instruction  is  both  theoretical  and  prac- 
tical. The  usual  methods  of  text-book  study,  recitation  and  lecture 
are  employed,  but  the  student  is  required  to  put  into  practice  as  far 
as  possible  the  instruction  which  he  receives.  He,  for  example,  not 
only  receives  instruction  in  regard  to  the  theory  and  principles  of 
drawing,  patternmaking  and  machine  construction,  but  he  is  re- 
quired to  make  working  drawings  himself,  to  construct  patterns,  to 
make  the  castings  in  the  foundry,  to  finish  and  set  up  the  machine, 
and  to  operate  it  when  it  is  completed.  This  combination  of  the  theo- 
retical and  the  practical,  characterizes  the  institution. 


INDUSTRIAL  EDUCATION  COMMISSION.  97 

Being  a  State  institution,  the  instruction  in  Purdue  University  is 
free  to  all  residents  of  Indiana  of  suitable  age  and  acquirements. 
Small  laboratory,  library  and  incidental  fees  only  are  charged. 

The  instruction  embraces  six  special  schools  and  a  preparatory  de- 
partment as  follows  : 

I.  A  School  of  Agriculture,  Horticulture  and  Veterinary  Science. 

Leading  to  the  Degree  of  Bachelor  of  Science. 
II.  A  School  of  Mechanical  Engineering. 

Leading  to  the  Degree  of  Bachelor  of  Mechanical  Engineering. 

III.  A  School  of  Civil  Engineering. 

Leading  to  the  Degree  of  Bachelor  of  Civil  Engineering. 

IV.  A  School  of  Science. 

Leading  to  the  Degree  of  Bachelor  of  Science. 
By  elections  in  the  Junior  and  Senior  years  this  school  may  be 
developed  into 

(a)  A  School  of  Biology. 

(J)  A  School  of  Chemistry. 

(c)  A  School  of  Applied  Electricity. 

(d)  A  School  of  Literature  and  History. 

in  which  one  or  the  other  of  these  subjects  may  occupy  the 
greater  part  of  the  student's  time. 

Y.  A  School  of  Industrial  Art. 

Leading  to  the  Degree  of  Bachelor  of  Science. 
VI.  A  School  of  Pharmacy. 

Leading  to  the  Degree  of  Graduate  in  Pharmacy. 
VII.  A  Preparatory  Department. 

The  courses  of  instruction  in  the  first  five  special  schools  are  so  ar- 
ranged that  they  include,  with  few  exceptions,  the  same  instruction  in 
general  science,  mathematics,  English  history,  political  and  mental 
science,  and  industrial  drawing.  In  addition  to  these  branches  com- 
mon to  the  five  schools,  the  school  of  agriculture  adds  four  years  of 
instruction  and  practice  in  agriculture,  horticulture  and  veterinary 
science;  the  school  of  mechanical  engineering;,  two  years  of  instruc- 
tion and  practice  in  practical  mechanics  and  two  years  of  mechanical 
engineering ;  the  school  of  civil  engineering,  five  terms  of  instruction 
and  practice  in  practical  mechanics  and  seven  terms  of  civil  engineer- 
ing ;  the  school  of  science,  four  years  in  laboratory  work  in  the  natural 
and  physical  sciences;  and  the  school  of  industrial  art,  four  years  of 
instruction  and  training  in  industrial  art. 

Students  in  each  of  these  schools  are  now  required  to  spend  in  lab- 
oratory, shop  or  field  an  average  of  two  hours  each  day  in  such  forms 
of  handwork  as  will  fit  them  to  engage  in  industrial  pursuits. 

Applicants  for  admission  to  the  freshman  class  must  be  sixteen 
years  of  age. 

7  ED.  COM. 


98  REPORT  OF  THE 

Applicants  are  examined  in  English  (including  grammar,  the  ele- 
ments of  composition,  reading  and  spelling),  descriptive  geography, 
history  of  the  United  States,  arithmetic  and  algebra  through  quadratic 
equations. 

Applicants  who  have  completed  their  course  of  preparation  in  high 
schools,  which  have  been  commissioned  by  the  State  Board  of  Educa- 
tion, will  be  admitted  to  the  freshman  class  without  examination. 

Persons  desiring  to  enter  an  advanced  class  in  the  university  will 
be  required  to  give  satisfactory  evidence  that  they  have  done  work 
equivalent  to  that  already  accomplished  by  the  class  to  which  entrance 
is  desired. 

Advanced  students  who  can  give  evidence  that  they  have  done 
work  equivalent  to  the  language,  literature,  history  and  mathematics 
of  our  freshman  and  sophomore  years,  can  take  the  technical  work 
done  in  those  two  years  in  one  year,  and  thus  be  enabled  to  complete 
any  one  of  the  general  courses  in  three  years. 

School  of  Mechanical  Engineering. 

The  instruction  in  this  school  is  arranged  to  respond  to  the  present 
strong  and  growing  demand  for  young  men  who  understand  practical 
mechanical  construction,  who  are  skilled  in  the  use  of  tools,  and  who 
have  been  given  such  additional  and  advanced  training  that  they 
may  become,  not  merely  constructors,  but  also  inventors  and  designers 
of  machinery. 

During  the  first  two  years,  special  prominence  is  given  to  shop  work 
and  the  studies  pertaining  thereto,  including  instruction  and  practice 
in  those  underlying  principles  of  the  common  trades,  which,  when 
taken  together,  form  a  basis  for  all  lines  of  special  mechanical  work. 

The  last  two  years  are  specially  devoted  to  the  theory  and  practice 
of  mechanical  engineering. 

The  course  of  instruction,  omitting  general  and  literary  studies,  is 
as  follows : 

FRESHMAN  YEAR. 

Technical  Instruction, — Twenty- seven  weeks,  three  hours  per  week. 
Under  this  head  are  comprised : 

(a).  Lectures  developing  the  character  of  cutting  edges  for  wood, 
the  adjustment  of  different  tools  and  the  methods  by  which  they  are 
kept  in  order;  also,  lectures  on  the  shrinkage  and  warping  of  woods; 
different  forms,  adaptation  and  relative  strength  of  joints. 

(b).  Lectures  on  wood- working  machines,  including  rotary  and 
traverse  planers;  circular,  scroll  and  band  saws;  and  lathes  and 
lathe  attachments. 

(c).  Lectures  on  patternmaking,  molding  and  casting. 

Mechanical  Drawing. — Fifteen  weeks,  seven  hours  per  week ;  twelve 
weeks,  four  hours  per  week,  and  eleven  weeks,  ten  hours  per  week. 


INDUSTRIAL  EDUCATION  COMMISSION.  99 

(a).  Model- drawing  in  outline. 

(b).  Drawings  from  copy  of  the  details  of  machines. 

(c).  Drawings  for  built-up  pulley  patterns,  pipe  bends,  laggings, 
sweeps,  patterns  for  sectional  molding  and  for  other  work  of  like 
character  that  may  be  done  in  the  shop. 

Shop  Work. — Thirty -eight  weeks,  ten  hours  per  week. 

(a).  Exercises  in  planing,  sawing,  rabbeting,  plowing,  notching, 
splicing,  mortising,  tenoning,  dovetailing,  framing,  paneling  and  in 
other  work  involving  the  common  carpenter  tools. 

(b).  Exercises  in  circular  sawing,  scroll  sawing  and  turning. 

(c).  Exercises  in  patternmaking,  including  patterns  and  core  boxes 
for  pulleys,  gears,  columns  and  pipe  joints;  complete  sets  of  patterns 
for  one  or  more  machines  are  made  by  every  class. 

(d).  Exercises  in  coremaking,  moldmaking  and  casting;  also  in  the 
management  of  cupola  furnace  and  crucible  furnace  in  melting  iron 
and  brass. 

SOPHOMORE  YEAR. 

Technical  Instruction. — Twenty- three  weeks,  two  hours  per  week. 

(a).  Lectures  on  the  management  of  steel  in  forging,  hardening, 
tempering  and  annealing. 

(b).  Lectures  on  hand-tools  for  metal. 

(c).  Lectures  on  machines  for  machine  work. 

Mechanical  Drawing. — Fifteen  weeks, five  hours  per  week;  twelve 
weeks,  three  hours  per  week  ;  and  eleven  weeks,  four  hours  per  week. 

(a).  Drawings  to  scale  from  parts  of  actual  machines. 

(b).  Ink- shading  and  tinting.  The  representation  of  flat  and  curved 
surfaces  by  ink  tints,  and  of  engineering  materials  by  colors. 

Shop  Work. — Thirty-eight  weeks,  ten  hours  per  week. 

(a).  Iron  forging,  including  exercises  in  heating,  bending,  drawing, 
upsetting,  welding,  annealing,  and  case  hardening.  About  forty  forg- 
ings  are  made,  representing  a  large  variety  of  operations. 

(b).  Steel  forging,  including  the  making  and  tempering  of  punches, 
drills,  chisels,  machine  cutting-tools,  gravers  and  springs. 

(c).  Exercises  in  vise  work  in  iron,  including  surface  chipping,  key- 
seating,  surface  filing,  squaring  and  fitting, round- filing,  sawing,  scrap- 
ing and  polishing. 

(d).  Machine  work  in  metals,  including  exercises  in  turning,  plan- 
ing, slotting,  drilling,  boring,  fluting,  etc.  This  practice  is  given  in  the 
construction  of  complete  machines  and  appliances. 

JUNIOR  YEAR. 

Descriptive  Geometry. — Fifteen  weeks,  ten  hours  per  week.  In- 
struction and  practice  in  the  methods  of  representing,  by  drawings,  all 
geometrical  magnitudes  and  the  solution  of  problems  relating  to  these 


100  REPORT  OF  THE 

magnitudes  in  space.  This  subject,  including  the  principles  of  shades, 
shadows  and  perspective,  is  taught  by  lecture,  the  time  allotted  being 
equally  divided  between  instruction  in  the  class  room  and  the  practical 
solution  of  original  problems  in  the  drawing  room. 

Principles  of  Mechanism. — Twelve  weeks,  four  hours  per  week,  and 
eleven  weeks,  two  hours  per  week.  Under  this  head  are  studied  the 
principles  underlying  the  action  of  the  elementary  combinations  of 
which  all  machines  are  composed.  The  communications  of  motion  by 
gear-wheels,  belts,  cams,  screws  and  link- work,  the  various  means  of 
producing  definite  changes  of  velocity,  different  automatic  feed  motion, 
epicylic  trains,  parallel  motions,  the  principles  of  quick  return  move- 
ments, and  the  manner  of  designing  trains  of  mechanism  for  various 
purposes,  all  form  part  of  this  subject. 

Mechanical  Drawing. — Twelve  weeks,  two  hours  per  week,  and 
eleven  weeks,  eight  hours  per  week.  The  work  in  mechanical  draw- 
ing is  directly  supplemental  to  the  instruction  in  principles  of  mech- 
anism. 

The  work  includes  drawings  of  epicycloidal  and  involute  gear- 
wheels, drawings  of  pin-gearing,  bevel  gearing,  lobed  wheels,  cams, 
endless  screws,  and  other  elementary  combinations.  These  drawings 
are  not  in  any  sense  copies,  being  made  by  each  student  to  correspond 
with  data  furnished  him  by  the  instructor.  During  the  spring  term 
each  student  makes  complete  working  drawings  of  some  existing  ma- 
chine, obtaining  for  himself  all  necessary  data  by  direct  measurement 
from  the  machine. 

Metallurgy. — Eleven  weeks,  three  hours  per  week.  The  various 
fuels  and  refractory  materials  are  first  taken  up  and  their  special  fit- 
ness for  different  metallurgical  operations  is  pointed  out.  The  char- 
acteristics, composition  and  location  of  the  principal  iron  ores  are  next 
examined,  after  which  all  the  various  operations  in  the  manufacture 
and  refining  of  iron  and  steel  are  explained  in  detail,  according  to  the 
most  modern  practice.  See  also  chemistry,  page  42. 

JJeat. — Twenty-seven  weeks,  three  hours  per  week.  Nature  and 
effects  of  heat,  temperature,  measurement  of  heat,  expansion,  lique- 
faction, evaporation,  latent  heat,  specific  heat,  conduction,  convection, 
relation  between  heat  and  mechanical  energy,  principles  of  thermo- 
dynamics. The  instruction  will  be  given  partly  in  the  class-room  and 
partly  by  experimental  work  in  the  physical  laboratory. 

SENIOR  YEAR. 

Analytical  Mechanics. — Nineteen  weeks,  five  hours  per  week.  The 
work  in  this  subject  consists  of  mathematical  investigations  concern- 
ing the  action  of  forces  on  solids,  liquids  and  gases 

Steam  Engine. — Fifteen  weeks,  four  hours  per  week.  The  work 
begins  with  the  study  of  the  general  theory  of  the  steam  engine  and 
of  its  efficiency  as  a  prime  mover,  including  discussions  of  the  laws 


INDUSTRIAL  EDUCATION  COMMISSION.  101 

of  thermo-dynamics,  the  expansion  of  steam,  jacketing,  cushioning, 
action  of  fly-wheels,  effect  of  clearance,  effect  of  condensation  in  cylin- 
der and  other  similar  subjects.  The  relative  advantages  of  simple 
and  compound,  condensing  and  uon-.condensing  engines,  the  princi- 
pal types  of  modern  engines,  the  various  valve  and  cut-off  motions, 
the  method  of  determining  the  size  ot  an  engine  to  do  any  required 
work,  and  of  calculating  the  sizes  of  all  its  parts  are  all  explained. 
Special  attention  is  given  to  the  steam  engine  indicator,  and  the  stu- 
dent becomes  thoroughly  familiar  with  its  use  and  the  manner  of  in- 
terpreting its  indications.  Each  student  participates  in  a  number  of 
complete  engine  tests,  determining  the  efficiency  of  a  given  engine 
under  specified  conditions. 

Boilers. — Six  weeks,  five  hours  per  week.  The  various  modern 
forms  of  steam  boilers  are  carefully  studied,  noting  their  advantages 
and  disadvantages  and  the  methods  employed  in  their  construction. 
The  number  and  size  of  tubes  and  flues,  the  thickness  of  plates,  strength 
of  different  styles  of  riveting,  kinds  of  bracing,  amount  of  grate  and 
heating  surface,  different  kinds  of  steam  and  water  gauges,  safety 
valves  and  injectors ;  the  causes  of  and  methods  of  preventing  foam- 
ing, incrustation  and  corrosion,  the  manner  of  setting  boilers  and  of 
operating  them  with  safety  and  economy  are  all  studied  in  detail. 
Each  student  participates  in  at  least  one  complete  boiler  test,  deter- 
mining the  evaporative  power  and  economy  of  combustion  of  fuel  of 
one  or  more  boilers  under  given  conditions,  and  must  also  design  and 
draw  a  boiler  of  a  style  and  size  chosen  by  the  instructor. 

Strength  of  Materials  — Six  weeks,  five  hours  per  week.  This  sub- 
ject includes  the  study  of  the  strength,  elasticity,  and  other  physical 
properties  of  the  various  materials  of  construction,  such  a  stone, 
wood,  cast  and  wrought  iron,  steel,  copper,  brass,  etc.  Students  ac- 
quire this  information  partly  from  text-books,  but  principally  from 
actual  experiments  made  by  themselves  with  the  powerful  testing 
machine  belonging  to  the  testing  laboratory.  The  proper  forms  for 
greatest  strength  under  given  conditions,  as  well  as  the  laws  govern- 
ing deflection  and  elasticity,  are  deduced  by  theoretical  investigation 
and  verified  by  practical  experiment. 

Machine  Design. — Eight  weeks,  five  hours  per  week.  During  this 
time  exercises  are  given  in  the  design  of  simple  machines  to  do  given 
work  under  specified  conditions.  The  necessary  motions  are  carefully 
laid  out,  and  the  sizes  and  proportions  of  the  various  parts  are  deter- 
mined by  calculation.  Part  of  the  time  is  devoted  to  the  manner  of 
arranging  shops;  the  means  of  transmitting  power  over  both  short 
and  long  distances,  and  to  the  solution  of  some  of  the  miscellaneous 
problems  constantly  arising  before  the  mechanical  engineer. 

Mechanical  Drawing  and  Experimental  Work  in  Engineering. — 
Thirty-five  weeks,  ten  hours  per  week.  Throughout  the  senior  year 
students  devote  two  hours  daily  to  practical  work  in  the  drawing 


102  REPORT  OF  THE 

room  and  in  the  testing  laboratory.  They  make  drawings  of  peculiar 
and  complicated  machinery ;  they  also  prepare  the  necessary  draw- 
ings in  connection  with  the  study  of  machine  design ;  they  take  part 
in  all  the  experimental  work  done  by  the  testing  laboratory,  includ- 
ing the  determination  of  the  efficiency  of  boilers,  steam  engines  and 
pumps,  the  relative  value  of  coals,  the  strength  of  the  materials  of 
construction,  and  other  subjects  of  importance  to  the  mechanical  en- 
gineer. 

Applied  Electricity. — Thirty-five  weeks,  six  hours  per  week.  The 
work  in  this  subject  includes  systematic  laboratory  instruction  in  the 
setting  up  and  care  of  the  various  forms  of  fluid,  thermo  and  second- 
ary batteries,  in  the  use  of  galvanometers,  resistance  coils,  condensers, 
etc. ;  in  the  measurement  of  resistance  of  conductors  and  batteries, 
insulation  of  cables,  electro-motive  force,  etc. ;  in  the  construction 
and  testing  of  electro-magnets,  and  in  the  applications  of  electricity 
to  industrial  purposes. 

Special  attention  is  given  to  the  magnitude  of  electrical  units  and 
their  relation  to  the  mechanical  units.  Instruments  of  the  latest  and 
best  forms  are  provided  for  this  work. 

During  the  year  the  junior  and  senior  students  make  visits  of  in- 
spection, in  charge  of  an  instructor,  to  the  prominent  manufacturing 
establishments  of  Chicago,  Indianapolis,  and  other  cities.  Such  trips 
are  of  very  great  value  to  the  students,  affording  them  an  opportunity 
of  seeing  in  actual  practice  those  processes  of  manufacture  whose  the- 
ory they  have  already  studied  in  the  class  room. 

Graduating  Theses. — As  a  condition  of  graduation,  students  in  the 
school  of  mechanical  engineering  are  required  to  present  a  thesis  on 
some  approved  subject.  Such  theses  must  be  original  compositions 
of  suitable  length  on  some  subject  of  interest  to  the  mechanical  engi- 
neer. The  subjects  are  so  selected  as  to  necessitate  original  work, 
either  of  investigatio'n  or  of  experiment,  on  the  part  of  the  student. 
The  originals  of  these  are  preserved  in  the  university  library. 

The  following  are  subjects  of  those  presented  by  graduating 
classes : 

1.  u  Bessemer  Steel :  Its  History  and  Practical  Manufacture." 

2.  "  Steam  Engine  indicators :  the  Various  Forms  in  Use  and  their 
Applications." 

3.  "  Methods  of  Testing  Steaoi  Boilers,  including  the  Result  of  an 
Experimental   Determination   of  the   Efficiency  of  a   Pair  of  Steam 
Boilers." 

4.  u  The  Stones  and  Quarries  of  Indiana,  including  Experimental 
Determination  of  their  Physical  Properties." 

5.  "Windmills:  Their  History  and  Present  Forms,  including  Ex- 
periments in  Determining  their  Efficiency." 

6.  "  Thermo  Chemical  Batteries." 

7.  "  Electro  Plating  with  Aluminum." 


INDUSTRIAL  EDUCATION  COMMISSION.  103 

8.  ''Determination  of  Efficiency  of  Dynamos  and  Motors." 

9.  "  Cable  Railways." 

MECHANICAL  LABORATORY. 

The  Mechanical  Laboratory  is  wholly  occupied  by  the  School  of  Me- 
chanical Engineering. 

The  main  portion  of  the  building  is  occupied  by  two  recitation  rooms, 
a  drawing  room,  a  testing  laboratory  and  an  office.  The  drawing 
rooms  are  furnished  with  tables,  drawing  boards  and  T  square  for  each 
student.  There  is  also  provided,  for  general  use,  a  supply  of  the  more 
expensive  drawing, instruments,  such  as  proportional  dividers,  protrac- 
tors, beam  compasses,  etc.,  and  a  large  number  of  rubber  curves. 

In  the  wings  of  the  building  are  a  wood- working  room,  a  foundry, 
a  forge  room  and  a  machine  room ;  and  connected  with  these,  an  en- 
gine room,  a  tool  room  and  a  coat  room.  The  wood-working  room 
contains  twenty  benches,  with  full  sets  of  bench  tools  for  wood,  eleven 
lathes  for  turning,  a  grindstone,  a  circular  saw  and  a  scroll  saw.  The 
foundry  is  equipped  with  a  cupola  furnace  for  iron,  a  crucible  furnace 
for  brass,  a  core  oven,  and  a  full  supply  of  sand,  flasks  and  molders' 
tools.  The  forge  room  contains  fourteen  forges,  to  which  air  blast  is 
supplied  by  power,  fourteen  anvils  and  fourteen  sets  of  the  usual 
smithing  tools.  The  machine  room  contains  two  screw-cutting  machine 
lathes  of  sixteen  inch  swing,  four  of  fourteen  inch  swing,  and  one  of 
ten  inch  swing ;  also  a  machine  planer,  a  sharper,  a  universal  milling 
machine,  a  grindstone,  two  vertical  drilling  machines,  a  speed  lathe, 
and  an  emery  grinder.  These  machines  are  provided  with  all  the 
necessary  small  tools,  cutters,  etc.,  necessary  to  their  complete  and 
economic  action.  In  the  machine  room  are  benches,  fitted  with  vises 
for  use  in  connection  with  hand-work  in  metal. 

The  motive  power  for  the  shops  is  supplied  with  an  automatic  cut  off 
engine  of  thirty-five  horse  power. 

TESTING  LABORATORY. 

The  work  done  by  the  laboratory  includes  the  determination  of  the 
strength  and  other  physical  properties  of  the  materials  of  construction, 
the  testing  of  steam  boilers  by  hydraulic  pressure,  examination  and 
correction  of  steam  gauges,  determination  of  the  evaporative  power 
and  economy  of  combustion  of  fuel  of  steam  boilers,  and  of  the  efficiency 
and  amount  of  fuel  consumed  per  horse  power  of  steam  engines.  The 
laboratory  also  determines  the  relative  value  of  coals  for  steaming 
purposes,  conducts  competitive  tests  of  rival  engines,  boilers  or  other 
machinery,  and  is  prepared  to  make  experimental  determinations  in 
other  matters  of  interest  to  the  engineering  profession. 

Students  perform  work  in  the  testing  laboratory  as  part  of  the 
regular  course  in  strength  of  materials,  boilers  and  steam  engines,  and 
assist  in  all  commercial  and  experimental  work  done  by  the  laboratory- 


104  REPORT  OF  THE 

Among  the  recent  additions  to  the  experimental  machinery  is  a  10 
H.  P.  improved  balance  dynamometer.  With  this  instrument  reliable 
experimental  work  may  be  done  in  all  tests  of  engine  friction,  and  of 
the  power  transmitted  by  machinery. 

The  laboratory  is  provided  with  a  powerful  machine  for  testing  the 
strength  and  elasticity  of  materials.  The  machine  can  exert  any  strain 
up  to  50,000  pounds,  and  can  subject  the  specimen  to  tension,  com- 
pression or  transverse  strain.  In  addition,  the  laboratory  possesses  a 
steam  gauge  tester,  steam  engine  indicator,  planimeter,  micrometer 
and  other  necessary  appliances,  and  has  the  use  of  the  thoroughly 
equipped  shops  of  the  university. 

Speaking  of  the  work  in  the  School  of  Mechanics  and  Engineering, 
Prof.  Goss  says : 

"  Our  shop  work  is  intended  chiefly  as  a  preparation  for  advanced 
work  in  engineering  and  has  been  conducted  on  the  same  general  plan, 
which  at  present  governs  it,  ever  since  it  was  started,  ten  years  ago. 
Its  steady  growth  has  been  uninterrupted.  We  now  have  125  students 
working  every  day. 

NOTE. 

The  accompanying  plates  represent  work  done  by  students  in  the  university.  The 
sideboard  is  made  of  wild  cherry,  and  the  smaller  articles  of  walnut,  poplar  or  pine. 
The  carving  was  done  as  a  daily  class  exercise  in  the  regular  course  of  instruction, 
and  chiefly  by  young  ladies. 


INDUSTRIAL  EDUCATION  COMMISSION. 


105 


Specimens  of  wood  carving  made  by  students  (mostly  by  lady  students), 
in  Purdue  University. 


106 


REPORT  OF  THE 


Horizontal  Engine— made  by  students  in  Purdue  University. 


INDUSTRIAL  EDUCATION  COMMISSION. 
3.  Rose  Polytechnic  Institutute. 

The  institute  was  founded  in  1874,  by  the  late  Chauncey  Rose,  of 
Terre  Haute,  and  was  opened  March  7,  1883. 

It  is  devoted  to  the  higher  education  of  young  men  in  engineering, 
including  in  this  term  all  those  productive  and  constructive  artslP^ 
which  the  forces  of  nature  are  made  subservient  to  the  needs  of  man, 
and  the  principles  which  underlie  those  arts. 

Its  course  of  instruction  includes,  therefore,  the  principles  and  the 
practice  of  engineering  with  special  reference  to  the  folloVing  branches 
of  the  subject :  Mechanical  engineering,  civil  engineering,  chemistry, 
physics,  electricity  and  drawing. 

"  Those  who  are  actively  engaged  in  the  practice  of  engineering  are 
generally  agreed  that  every  young  man  who  is  in  training  for  an 
engineer  should  acquire  familiarity  with  the  practical  side  of  his  pro- 
fession— especially  that  mechanical  engineers  should  understand  the 
use  of  tools  and  machinery.  The  acquirement  of  this  manual  dexterity 
may  precede,  accompany  or  follow  the  training  in  engineering  princi- 
ples. In  this  school  it  accompanies  it. 

If  the  student's  study  of  principles  is  supplemented  by  weekly 
practice  in  a  shop  where  these  principles  are  seen  applied,  his  entrance 
upon  the  life  of  an  engineer  will  be  an  expansion  of  his  course  of 
study,  rather  than  an  abrupt  transition  to  a  new  mode  of  life. 

The  important  fact  which  underlies  any  sound  scheme  for  school 
shops  is  that  machinery  is  to  have  a  constanly  increasing  share  in  the 
conversion  of  matter  into  useful  form.  The  educated  mechanic  must 
understand  the  practical  limits  of  mechanical  production  and  all  the 
possible  ways  in  which  those  limits  can  be  extended.  He  must  know 
by  practice  how  to  design,  construct  and  assemble  the  parts  of  a 
machine,  as  well  as  how  to  finish  its  product  by  skilful  handicraft, 
and  he  should  also  know  how  to  make  his  tools.  The  power  of  an 
engineer  to  decide,  upon  general  grounds,  the  best  form  and  material 
for  a  machine,  and  to  calculate  its  parts,  is  vastly  increased  by  blend- 
ing with  it  the  skill  of  the  craftsman  in  manipulating  the  material. 

The  work  of  the  students  in  mechanical  engineering  is  so  distributed 
that  they  spend  sixteen  hours  per  week  in  the  shop  during  the  first 
year  and  ten  hours  a  week  during  the  rest  of  the  course.  During  this 
time  they  receive  instruction  from  skilled  workmen  in  the  various  de- 
partments, by  whom  their  practice  is  constantly  supervised. 

Each  student  receives  instruction  tri- weekly  in  drawing ;  by  this 
discipline  such  perception  of  form  and  proportion  is  secured  by  the 
students  that,  when  they  undertake  shop  work,  they  make  more  rapid 
and  satisfactory  progress  than  those  who  have  not  had  the  advantage 
of  this  training.  And  each  student,  as  soon  and  as  far  as  possible,  is 
required  to  make  working-drawings  of  every  article  that  he  pro- 
duces, for  the  ability  to  make  and  to  read  drawings  is  an  important 
characteristic  of  an  engineer. 


108  REPORT  OF  THE 

As  the  workshop  is  educational  in  its  character,  and  is  managed 
solely  for  the  advantage  of  the  students,  each  one  can  advance  as  fast 
as  possible,  unchecked  by  the  dificulties  of  his  neighbors  or  the  finan- 
cial necessities  of  the  institution. 

^To  these  considerations  in  favor  of  a  school  shop  must  be  added  an- 
other which  outweighs  them  all;  that  students  come  to  their  shop 
work  with  their  perceptive  facilties,  the  reason,  the  judgment  and  the 
taste,  all  under  constant  and  careful  training  in  other  departments  of 
the  school,  and  also  that  their  interest  in  the  study  of  theoretical 
principles  is  greatly  enhanced  by  the  opportunity  offered  for  their 
immediate  application  to  various  problems  arising  out  of  their  shop 
work. 

In  accordance  with  these  general  ideas  the  Hose  Polytechnic  Insti- 
tution offers  to  young  men  a  good  education  based  on  mathematics, 
living  languages,  physical  sciences  and  drawing,  together  with  a  prac- 
tical training  in  and  a  familiarity  with  some  form  of  applied  science." 

ADMISSION. 

Candidates  for  admission  to  the  freshman  class  must  be  at  least 
sixteen  years  old,  present  certificates  of  good  standing  and  pass  exam- 
nation  in  the  following  branches,  viz  :  English  grammar,  history  of 
the  United  States,  geography,  arithmetic  and  algebra  to  quadratic 
equations,  including  radical  quantities. 

Advanced  standing. — Candidates  ior  admission  to  advanced  stand- 
ing must  show  that  they  are  qualified  to  enter  the  class  which  they 
desire  to  join,  either  by  furnishing  satisfactory  certificates  of  work 
done  at  other  institutions,  or  by  examination. 

Graduates  of  the  manual  training  schools,  which  are  now  to  be 
found  in  nearly  all  large  cities,  will  generally  be  able  to  enter  at  the 
beginning  of  the  sophomore  year. 

Graduates  of  institutions  of  recognized  standing  are  admitted  as 
post-graduate  students  and  may  select  studies  and  exercises  as  they 
desire. 

The  diplomas  of  high  schools  or  academies  of  good  character  may 
be  received  in  lieu  of  an  examination  for  an  admission  to  the  fresh- 
man class.  When  admission  is  sought  in  this  way,  the  diploma  is 
to  be  accompanied  by  a  copy  of  the  course  of  study  of  the  school, 
certified  to  by  the  principal. 

The  number  of  students  admitted  to  the  freshman  class  is  limited 
to  fifty.  It  is  not  intended  to  admit  a  greater  number  than  will  be 
compatible  with  the  best  possible  use  of  the  facilities  of  the  institute. 
Should  the  number  of  applicants  for  admission  exceed  fifty,  those 
admitted  are  selected  in  the  order  of  their  application  or  notification 
of  intention,  all  other  things  being  equal. 


INDUSTRIAL  EDUCATION  COMMISSION.  109 

FEES. 

No  charge  for  tuition  is  made  to  bona  tide  residents  of  Vigo  county, 
Indiana.  All  others  pay  seventy-five  dollars  each  per  year.  Every 
student,  of  whatever  place  of  residence,  pays  an  annual  fee  of  twenty- 
five  dollars  for  use  of  chemicals,  breakage  and  contingencies.  * 

The  entire  expense  for  tuition,  board  and  materials  need  not  exceed 
say  three  hundred  dollars  per  year.     Economical  arrangements  can 
be  made  by  which  this  amount  is  considerably  reduced. 
• 

COURSE  OF  STUDY. 

The  course  of  study  occupies  four  years  of  three  terms  each.  There 
are  four  classes,  freshman,  sophomore,  junior  and  senior. 

The  classes  are  instructed  by  recitations  lectures  and  laboratory  and 
shop  practice,  which  together  constitute  a  symmetrical  course  of  study. 

Many  subjects,  such  as  mathematics,  language,  physics,  theoretical 
mechanics,  et'c.,  are  common  to  the  courses  in  mechanical  and  civi) 
engineering.  In  such  subjects  the  recitations  and  lectures  are  at- 
tended by  students  in  both  courses ;  their  exercises  during  u  practice" 
hours,  however,  are  widely  different. 

Courses  of  lectures  are  given  by  the  president,  professors  and  others 
in  geology,  astronomy  and  other  topics  not  included  in  the  regular 
course  of  study.  Instruction  in  physics  and  chemistry  is  given  largely 
by  means  of  laboratory  practice.  Students  are  in  all  cases  required 
to  take  notes  and  to  sustain  examination  on  the  lectures. 

Each  class  holds  a  Journal  Review  meeting  once  a  month,  for  which 
members  of  the  class  prepare  brief  summaries  of  the  contents  of  the 
current  numbers  of  the  leading  scientific  and  technical  journals  of 
the  world.  The  meeting  is  in  charge  of  some  member  of  the  faculty 
who  directs  the  discussions. 

Practice  and  laboratory  work  is  offered  in — 

1.  Mechanical  engineering. 

2.  Civil  engineering. 

3.  Chemistry. 

4.  Physics,  including  the  application  of  electricity. 

5.  Drawing. 

Members  of  the  freshman  class  practice  alternately  in  the  wood 
shop  and  the  machine  shop.  At  the  beginning  of  the  third  term  of 
the  freshman  year  the  election  of  courses  is  made,  after  which  those 
electing  civil  engineering  or  chemistry  devote  their  practice  hours  to 
these  subjects. 

In  practice  and  laboratory  work  the  class  system  is  not  adopted. 
Each  student,  working  independently  of  others,  advances  as  rapidly 
as  possible.  A  certain  standard  of  excellence,  however,  must  be 
reached  by  all. 

At  the  close  of  the  year  each  member  of  the  senior  class  presents 


110 


REPORT  OF  THE 


to  the  faculty  a  paper,  in  which  he  records  the  independent  investi- 
gation of  some  subject  congenial  to  his  tastes,  and  included  in  the 
scope  of  his  course.  These  theses,  with  all  the  drawings  which  ac- 
company or  illustrate  them,  are  preserved  in  the  library  of  the  insti- 
tute. 

Courses. — Provision  is  made  for  three  separate  courses,  the  election 
being  made  at  the  beginning  of  the  third  term  of  the  Freshman  year. 
They  are  : 

1.  Mechanical  engineering.  • 

2.  Civil  engineering. 

3.  Chemistry. 

A  special  course  in  electricity  and  its  applications  is  arranged  in 
connection  with  the  course  in  mechanical  engineering.  It  is  believed 
that  those  who  wish  to  fit  themselves  for  the  intelligent  manufacture 
of  electrical  apparatus  and  machinery  and  for  designing  the  same,  or 
for  the  installation  and  management  of  electric  light  and  power  sta- 
tions, for  expert  work  in  connection  with  telegraph  and  telephone 
service,  etc.,  will  especially  need  the  greater  part  of  the  training 
which  the  course  in  mechanical  engineering  affords.  The  course  in 
electricity  is  therefore  built  upon  this ;  the  election  is  made  at  the 
beginning  of  the  sophomore  year  and  a  part  of  the  practice  time  is 
devoted  to  electricity  from  that  time  until  the  end  of  the  course,  in 
addition  to  the  physics  and  laboratory  practice  of  the  junior  and 
senior  years,  during  which  a  large  share  of  the  time  of  the  students 
is  devoted  to  the  subject. 

The  outline  of  the  course  of  study,  giving  the  distribution  of  time 
as  shown  below,  applies  to  all  of  the  courses  on  the  assumption, 
already  noted,  that  students  in  civil  engineering  and  in  chemistry 
devote  the  hours  put  down  to  "  practice  "  to  these  subjects,  either  in 
field-work,  laboratory,  lecture  or  recitation,  to  which,  also,  they  give 
the  hours  in  the  senior  year  set  down  for  machine  design  and  elec- 
tricity. Special  students  in  electricity  devote  two  of  the  practice 
hours  to  that  subject  from  the  beginning  of  the  Sophomore  year. 

The  course  in  mechanical  engineering,  in  detail,  is  as  follows  : 


FIRST  TERM.                       SECOND  TERM. 

1 

THIRD  TERM. 

1 
i 

Algebra;  Geometry; 
Free-hand  drawing  ; 
Elementary  Mechanics  ; 
Elementary  Physics  ; 
Languages  ; 
Practice  in  Machine  shop 
—  Section  A  ; 
Practice  in  Woodshop— 
Section  B. 

Algebra  ;  Geometry  ; 
Mechanical  Drawing  ; 
Elementary  Mechanics  ; 
Elementary  Chemistry  ; 
Language  ; 
Practice  in  Machine  shop, 
—Section  B  ; 
Practice  in  Woodshop— 
Section  A. 

Algebra  ;  Geometry  ; 
Trigonometry  ; 
Free-hand  drawing; 
Elementary  Mechanics; 
Elementary  Chemistry; 
Language  ; 
Foundry  and  Black- 
smith shop  and  Prac- 
tice in  Woodshop  one- 
half   term  each,   Sec- 
tions A  and  B. 

INDUSTRIAL  EDUCATION  COMMISSION. 


Ill 


FIRST  YEAR. 


SECOND  YEAR. 


THIRD  YEAR. 


Spheiical  Trigonometry; 

Analytic  Geometry; 

Descriptive  Geometry  ; 

Free-hand  and  Mechani- 
cal Drawing ; 

Chemistry  and  Chemical 
Laboratory  ; 

German  ; 

Practice  in  Machine  Shop, 
Tool  making,  Foundry 
work,  care  of  Boilers 
and  Engines. 


Analytic  Geometry  ; 

Descriptive  Geometry ; 

Free-hand  and  Mechani- 
cal Drawing ; 

Chemistry  and  Chemical 
Laboratory ; 

Mineralogy ; 

German  ; 

Practice  in  Machine  Shop, 
Tool  making,  Foundry 
Work,  care  of  Boilers 
and  Engines. 


Analytic  Geometry; 

Introduction  to  Differ- 
ential and  Integral 
Calculus  ; 

Introduction  to  the 
Theory  of  Determin- 
ants ; 

Free-hand  and  Mechan- 
ical Drawing ; 

Chemistry  and  Chemi- 
cal Laboratory ; 

Mineralogy ; 

Lectures  on  Astronomy; 

German ; 

Practice  in  Machine 
shop,  Tool-m  a  k  i  n  g , 
Foundry  work,  care  of 
Boilers  and  Engines. 


Differential  Calculus ; 

Mechanical  Drawing ; 

Analytical  Mechanics; 

German  Translations ; 

Practice  in  Machine  Shop, 
making  Standard  Tools, 
Forging,  Tempering, 
etc. 


Differential  Calculus ; 

Integral  Calculus  ; 

Mechanical  Drawing; 

Physics ; 

Lectures  on  the  method 
of  Least  Squares ; 

Scientific  German,  Peri- 
odicals, etc.; 

Practice  in  Machine  shop, 
making  Standard 

'  Tools,  Forging,  Tem- 
pering, etc. 


Integral  Calculus ; 

Mechanical  Drawing; 

Physics ; 

Lectures  on  the  method 
of  Least  Squares ; 

French  ; 

Practice  in  Machine 
shop,  making  Stand- 
ard Tools,  Forging, 
Tempering,  etc. 


Applied  Mechanics; 

Thermo-dynamics ; 

Chemical  Technology ; 

French  — reading  and 
translation ; 

Physical  Laboratory ; 

Machine  Design  ; 

Engineering  Laboratory; 

Practice  in  Woodshop— 
construction  of  P  a  t  - 
terns  for  foundry  use 
from  working  draw- 
ings of  machines  de- 
signed by  members  of 
the  class. 


Applied  Mechanics ; 

Thermo-dynamics ; 

Chemical  Technology ; 

Study  of  English  Class- 
ics ; 

Physical  Laboratory ; 

Machine  Design  ; 

Engineering  Laboratory 

"Practices  in  Woodshop — 
construction  of  Pat- 
terns for  foundry  use 
from  working  draw- 
ings of  machines  de- 
signed by  members  of 
the  class' 

Thesis  work. 


Applied  Mechanics ; 

Thermo-dynamics  ; 

Chemical    Technology  ; 

Lectures  on  Geology; 

English  Classics,  Con- 
stitution of  the  United 
States  ; 

Physical  Laboratory ; 

Machine  Design ; 

Engineering  Labora- 
tory; 

Practice  in  Woodshop— 
construction  of  Pat- 
terns for  foundry  use 
from  working  draw- 
ings of  machines  de- 
signed by  members  of 
the  class. 

Thesis  work. 


Mechanics. 

This  subject,  forming  as  it  does,  the  most  important  element  in  the 
course  in  mechanical  engineering,  is  considered  both  as  to  principles 
and  practice.  Instruction  is  given  by  means  of  recitations,  lectures, 
laboratory  and  shop  practice.  It  is  thus  attempted  to  combine  in  the 
best  proportions  both  theory  and  practice,  and  experience  has  proved 
that  each  acts  as  a  stimulus  to  the  student  in  his  pursuit  of  the  other. 

The  study  of  the  principles  of  mechanics  begins  with  the  first  term 


112 


REPORT  OF  THE 


of  the  freshman  year  and  continues  throughout  that  year.  A  text 
book  is  used  and  the  work  consists  mainly  of  a  study  of  the  funda- 
mental principles  of  matter  and  energy,  with  applications  to  real  prob- 
lems which  may  present  themselves  in  the  work-shop  practice. 

It  is  again  taken  up  in  the  junior  year  and  five  lessons  a  week  in 
analytical  mechanics  are  given  during  the  first  term  ;  the  instructions 
being  by  text-book,  recitations  and  lectures. 

Throughout  the  senior  year  four  lessons  a  week  are  given,  the  text- 
book used  being  Rankine's  Applied  Mechanics.  In  this  year,  also, 
instruction  is  given  in  machine  design,  in  steam  engineering,  and  a 
large  part  of  the  time  of  the  student  is  given  to  experimental  work  in 
the  laboratory.  A  more  detailed  exhibit  of  this  instruction  is  given 
in  the  schedule  below. 

The  laboratory  practice  of  the  senior  year  includes  the  use  of  test- 
ing machines  in  the  determination  of  the  strength  of  materials,  of 
various  forms  of  dynamometers,  the  steam  engine  indicator,  tests  of 
boilers,  engines,  pumping  stations,  electric  light  installations,  etc.,  to- 
gether with  numerous  experimental  studies  of  the  principles  of  me- 
chanics. 

Course  in  Mechanics. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Elementary  mechanics; 

Laws  of  motion.    Equi- 

librium of  forces,  fric- 

tion, law  of  work  ap- 

plied   to    simple  ma- 

chines;   two  lessons  a 

week. 

Practice  in  machine  shop; 

Periodic   motion,    h  a  r  - 

filing,   turning,   screw 

monic  motion,  springs 

threads,  balls,  planing, 

Elementary  Mechanics; 

pendulum,    etc.;    two 

1 

boring,  finishing  scrap- 
ing to  true  surface,  pol- 

transmission of  power, 
dynamometers,  kinetic 

lessons  a  week. 
Practice   in    machine 

g 

ishing,    etc.  ;    Lectures 
on  the  care  and  use  of 

and  potential  energy, 
moment  of  inertia,  ef- 

shop continued  ;  forg- 
ing,    foundry    work, 

1 

tools  and  on  the  con- 
struction of  machines  ; 

fects  of  stress  on  simple 
structures  ;  two  lessons 

and  care   of  boilers  ; 
eight  hours  a  week. 

1 

.   eight  hours  a  week. 
Practice   in    woodshop  ; 

a  week. 
Practice  in  machine  shop 

Practice    in    woodshop 
continued  ;    construc- 

^ 

use  of  hand  tools,  chis- 

and woodshop  of  first 

tion  of  patterns  of  a 

els,   saws,  planes,  bits, 

term  continued. 

simple^  character; 

etc.  ;  laying  out  frames 

eight  h'ours  a  week. 

from  working  draw- 

ings ;  use  of  the  turning 
lathe,  circular  saws,  jig- 

• 

saw,  planing  and  boring 
machines,  with  lectures 

on  tools,   etc.;    eight 

hours  a  week. 

INDUSTRIAL  EDUCATION  COMMISSION. 
Course  in  Mechanics — CONTINUED. 


113 


FIRST  YEAR.                       SECOND  YEAR. 

THIRD  YEAR. 

Sophomore  Year. 

Practice  in  machine  shop; 
construction  of  useful 
machines  from    work- 
ing drawings,  such  as 
foot*  lathes,  drill  press- 
es, power  lathes,   pul- 
leys, hangers,  etc.;  forg- 
ing tools  tor  use  in  ma- 
chine shop,  care  of  boil- 
ers and  engines,  prac- 
tice in   brass    foundry 
and     molding     room  ; 
ten  hours  a  week. 

Practice  in  machine  shop 
of  first  term  continued; 
ten  hours  a  week. 

Practice  in  machine  shop 
of  first  term  continued  ; 
ten  hours  a  week. 

Analytical  mec  h  a  n  i  cs, 
equations  of  motion,  at- 

hydro-dynamics ;  five 
lessons  a  week. 
Practice  in  machine  shop; 
construction  of  large 
machine  lathes,  power 
presses,  steam  engines, 
etc.;  making  standard 
tools  such  as  reamers, 
drills,  gauges,  etc.,  in- 
cluding the  forging  and 
tempering  of  the  same; 
ten  hours  a  week. 


Practice  in  machine  shop 
of  first  term  continued; 
ten  hours  a  week. 


Practice  in  machine  shop 
of  first  term  continued  ; 
ten  hours  a  week. 


Rankine's  Applied  Me- 
chanic s ;  forces  in 
straight  line,  parallel 
and  inclined  fore  e  s, 
stress,  ellipse  of  stress, 
four  lessons  a  week. 

Machine  design ;  link- 
work,  gears,  cams  and 
simple  movements,  de- 
sign of  simple  machine; 
six  hours  a  week. 

Laborat  o  r  y  work  ;  s  i  x 
hours  a  week. 

Practice  in  wood  shop; 
construction  of  patterns 
for  foundry  use  from 
working  drawings,  of 
machines  designed  by 
members  of  the  class; 
eight  hours  a  week. 


Applied  m  echanics  con- 
tinued;  frames, 
strength  of  materials, 
)ractical  application  to 
oints,  pipes,  boilers, 
earns,  etc. ;  four  les- 
sons a  week. 

Machine  design  con- 
tinued ;  study  of  cost 
of  machine  construc- 
tion, design  of  auto- 
matic machinery ;  six 
hours  a  week. 

Laboratory  work ;  six 
hours  a  week. 

Practice  in  woodshop ; 
construction  of  patterns 
for  foundry  use  from 
working  drawings  of 
machines  designed  by 
members  of  the  class ; 
eight  hours  a  week. 


Applied  mechanics  con- 
tinued ;  dynamics  of 
rigid  bodies  with  ap- 
plications to  mechan- 
ism. 

Machin e  design  con- 
tinued ;  finishing  the 
detailed  drawing  with 
blue-prints  of  a  ma- 
chine the  design  of 
which  has  been  wholly 
the  work  of  the  stu- 
dents ;  six  hours  a 
week. 

Laboratory  work ;  six 
hours  a  week. 

Practice  in  woodshop ; 
construction  of  Pat- 
terns for  foundry  use 
from  working  draw- 
ings of  machines  de- 
signed by  members  of 
the  class ;  eight  hours 
a  week. 


Engineering  Laboratory. — For  the  investigation  and  solution  of  en- 
gineering problems  a  collection  of  the  best  apparatus  and  appliances 
is  in  process  of  formation.  The  following  are  now  at  hand ;  the  list 
will  be  increased  during  the  next  year. 

The  Forty-horse  Power  Brown  Engine,  which  is  equipped  with  variable  cut-off, 
independent  slide-valves  and  complete  arrangements  for  taking  indicator  cards 
under  widely  varying  conditions. 

8  ED.  COM. 


114  REPORT  OF  THE 

Two  Steam  Engine  Indicators.  v 

An  Absorption  Dynamometer,  which  is  arranged  so  as  to  be  capable  of  instant  ap-« 
plication  to  the  pulley  on  the  main  shaft  of  the  engine,  capable  of  absorbing  thirty- 
horse  power. 

A  Bracket  Cradle  Dynamometer,  especially  designed  for  the  study  of  dynamos, 
electric  motors,  etc. 

A  Transmission  Dynamometer,  capable  of  transmitting  ten-horse  power,  arranged 
so  as  to  be  easily  used  with  machine  tools,  dynamo-electric  machines  or  other  power 
consumers. 

A  Testing  Machine  of  100, 000  pounds  capacity,  by  means  of  which  tensile  strength, 
elasticity,  resistance  to  compression,  deflection  under  traverse  stress,  etc.,  etc.,  can 
be  ascertained  for  all  materials  used  in  engineering  processes. 

A  smaller  Testing  Machine,  for  the  testing  of  cements,  etc  ,  where  less  force  is  re- 
quired. 

An  Accurate  Linear  Dividing  Engine. 

A  Comparator,  for  comparison  of  standards  of  length. 

/Standard  Bars,  representing  the  foot  and  the  meter. 

A  Strong  and  Senitive  Balance,  with  standard  heavy  weights. 

Thermometers,  which  have  been  carefully  calibrated  and  whose  errors  have  been 
ascertained  by  comparison  with  standards. 

Speed  Counters  and  Speed  Indicators. 

An  Electric  Chronograph,  for  studying  variation  of  speed  in  a  single  revolution. 

Micrometer  and  Standard  Gauges. 

To  which  may  be  added  many  instruments  of  precision  in  the  physical  laboratory, 
which  are  available  whenever  required  for  the  study  of  engineering  problems. 

The  engineering  laboratory  is  intended  to  serve  the  purpose  of  both 
the  civil  and  mechanical  engineering  departments. 

Practice. 

"  The  workshops  and  auxiliary  rooms  are  a  complete  manufacturing; 
establishment  where  various  sorts  ot  work  in  iron  and  wood  are  seen 
at  every  stage  of  progress  in  the  hands  of  the  students.  The  scheme 
of  practice  in  operation  comprehends  more  than  the  cultivation  of 
mere  skill  in  handicraft ;  it  includes  the  development  of  constructive 
power.  In  the  earlier  stages  of  his  work  the  student  acquires  facility 
in  the  use  of  tools  and  machinery  in  the  making  of  some  of  the  sim- 
pler elements  of  a  machine,  or  the  parts  of  a  useful  product.  At  a 
later  period  these  parts  are  assembled  and  the  machine  is  completed, 
being  subjected  to  severe  tests  as  to  the  harmony  and  adaptation  of 
its  various  parts.  In  this  process  the  standard  of  excellence  is  never 
lower  than  that  of  the  best  manufacturing  establishments.  The  com- 
mercial value  of  these  products  is  kept  out  of  sight  in  planning  the 
practice  of  the  student,  whatever  is  best  adapted  to  the  successful 
development  of  skill  being  utilized.  But  constructive  power  is  of  a 
higher  order  than  that  of  skill  in  handicraft  and  is  of  relatively  greater 
value  to  the  mechanical  engineer.  For  this  reason  it  is  believed  to 
be  important  to  cultivate  this  power  by  shaping  the  practice  work  of 
each  student  so  that  it  shall  lead,  before  the  course  is  finished,  to  the 
completion  of  a  variety  of  mechanical  products,  which  shall  have  of 
themselves  a  real  commercial  value." 

The  practice  of  the  freshmen,  sixteen  hours  per  week,  is  one  half 
given  to  the  workshop  and  the  other  half  to  the  machine  shop,  forging 


INDUSTRIAL  EDUCATION  COMMISSION.  115 

and  foundry  work.     It  is  accompanied  by  weekly  lectures  on  the  care 
and  use  of  tools  and  on  the  construction  and  management  of  machines. 

The  practice  of  the  juniors  and  sophomores,  ten  hours  a  week,  is  in 
the  tool-room,  blacksmith  shop,  engine  room  and  machine  shop.* 

That  of  the  seniors,  eight  hours  per  week,  is  in  the  wood  shop,  in  the 
construction  of  patterns  for  foundry  use  from  working  drawings  of 
machines.  The  drawings  are  of  machines  designed  by  members  of  the 
class  from  original  data,  worked  out  during  their  study  of  machine 
design. 

The  Wood  Shop. — Students  in  this  room  learn  to  lay  out  work  with 
knife  and  pencil ;  the  use  of  planes,  saws,  chisels  and  other  wood  work- 
ing hand  tools;  wood-turning,  machine  sawing,  planing  and  boring, 
the  use  of  shaping  and  moulding  machines  and  the  auxiliary  manipu; 
lations  of  all  the  machinery  used;  making,  as  they  acquire  sufficient 
knowledge,  a  large  variety  of  cabinet  work  and  all  the  foundry  pat- 
terns required  by  the  machine  shop,  the  latter  being  made  wholly 
from  working  drawings. 

The  Tool  Room. — All  hand  tools  being  the  property  of  the  institute,, 
are  classified  and  stored  in  this  room;  and  every  person  who  uses  one 
is  made  responsible,  by  a  system  of  checks,  for  its  safe  return. 

The  Forge  Room. — Students  in  this  room  acquire  a  practical  knowl- 
edge of  forging,  drawing  and  tempering  of  steel  sufficiently  extensive 
to  form  and  temper  all  the  tools  which  they  are  likely  to  use. 

The  Engine  and  Boiler  Rooms. — All  students  in  these  rooms  learn 
the  management  of  the  engine  and  borlers  under  test  conditions,  and 
will  have  an  opportunity  to  experiment  with  different  kinds  of  fuel ; 
they  take  indicator  cards  from  the  engine  under  different  loads  and 
positions  of  the  valves,  and  from  these  cards  they  are  instructed  in 
regard  to  the  best  positions  of  the  valves  for  the  performance  of  any 
specific  work. 

The  Machine  Shop. — The  freshman  class  begin  here  with  the  rudi- 
ments of  iron  work,  such  as  chipping,  filing,  scraping  to  a  true  surface, 
turning,  boring,  drilling,  tapping,  reaming,  etc.,  and  as  soon  as  they 
have  attained  sufficient  dexterity  are  put  at  work  upon  the  construc- 
tion of  an  8"  swing,  3'  bed  lathe,  or  some  machine  requiring  a  similar 
class  of  work. 

The  sophomore  class  have  under  course  of  construction  a  number  of 
speed  lathes  and  drill  press,  and  a  10"  turret  lathe.  Students  of  the 
sophomore  and  junior  classes  are  required  to  spend  a  part  of  their 
practice  time  each  term  in  the  boiler  room,  tool  room  and  foundry. 

The  junior  class  make  the  taps,  reamers,  miling  cutters,  etc.,  used 
in  the  shop,  and  are  also  constructing  a  16"x6'  bed  turret  lathe.  All 
students  are  required  to  work  to  standard  gauges  and  from  working 
drawings.  During  practice  hours  all  students  are  under  the  immediate 
supervision  of  skilled  workmen. 

*In  the  equipment  of  these  rooms  more  than  §40,000  has  been  expended. 


116  REPORT  OE  THE 

Each  member  of  the  senior  class  in  the  department  of  mechanical 
engineering  designs  one  or  more  machines  during  the  year,  and  fur- 
nishes complete  working  drawings  of  the  same.  These  drawings  are 
then  used  by  the  freshmen  from  which  to  make^ their  patterns,  and  by 
the  other  classes  in  making  the  machines. 

An  excursion  is  made  each  year  by  the  members  of  the  senior  class 
to  one  of  the  large  manufacturing  cities  of  the  country.  The  class  is 
accompanied  by  one  of  the  members  of  the  faculty  and  a  special  study 
is  made  of  the  most  recent  machinery  and  methods. 

Apparatus. — The  polytechnic  shops  are  furnished  with  the  best 
modern  tools  and  machinery  for  working  wood  and  iron.  The  equip- 
ment of  the  wood  shops  consists  of  thirty -six  benches,  twenty -five 
ukits"  of  carpenters'  tools,  seven  wood-turning  lathes,  three  circular 
saws,  two  jig  saws,  one  band  saw,  one  double  spindle  molding 
machine,  one  panel  planer,  one  Gray  &  Woods'  planer,  one  automatic 
knife  grinder,  one  horizontal  boring  machine. 

The  equipment  of  the  machine  shop  consists  of  the  following  tools  : 

Sellers  planer  23"x25"x8',  Pond  lathe,  screw-cutting,  26"x20',  same 
22"xlO',  Powell  lathe  19"xlO',  Washburn  lathe  16"x8",  Flather  lathe 
16"x8',  Lodge  &  Barker  lathe  18"xlO',  Pratt  &  Whitney  lathe  21"xlS', 
Fitchburg  lathe  15"x6f.  Putnam  lathe  15"x6',  Pratt  &  Whitney 
lathe  16"x8',  Ames  lathe  16"x7'  and  one  16"  swing,  6'  bed  turret 
lathe  made  in  the  shop,  seven  chucks,  universal  and  independent, 
one  polishing  lathe,  three  speed  lathes,  one  Brainard  milling  machine 
with  spiral  and  gear-cutting  attachment,  Hendcy  24"  shaping  machine, 
Bett's  40"  radial  drill.  Pond  32"  upright  drill,  emery  wheels,  buff 
wheels,  grindstones,  drills,  reamers,  standard  gauges,  chucking  ream- 
ers, squares,  surface  plates,  and  a  full  equipment  of  smaller  tools. 

The  Forge  Room. — Is  equipped  with  two  substantially  built  forges 
each  furnished  with  power  blast.  There  are  also  two  complete  sets  of 
swages,  and  other  tools  for  doing  all  kinds  of  blacksmithing. 
i  The  Brass  Foundry. — A  brass  foundry  has  recently  been  completed 
and  is  now  in  running  order.  Students  in  the  foundry  practice  in 
brass  moulding  from  a  large  variety  of  patterns  and  under  the  imme- 
diate supervision  of  a  skilled  molder. 

The  engine  and  boiler  rooms  contain  a  40-horse  power  Brown 
engine  and  five  boilers ;  the  engine  serves  the  double  purpose  of  a 
motor  and  a  piece  of  apparatus;  it  has  a  variable  cut-off  with  four 
independent  slide-valves,  and  represents  the  best  American  work- 
manship. There  is  also  a  Crosby  test  gauge;  a  Murdock  No.  20  ex- 
haust injector,  and  a  Hancock  No.  12^  inspirator,  with  a  sectional 
model  of  the  same. 

The  boilers  are  connected  so  as  to  be  used  in  every  possible  combi- 
nation ;  arrangements  have  been  made  to  weigh  the  coal  and  ash,  and 
to  measure  the  water  used,  and  these  rooms  become  available  for 
studying  problems  in  steam  engineering  by  actual  experiment. 


INDUSTRIAL  EDUCATION  COMMISSION. 


117 


Drawing. 

The  freshman  class  spend  the  first  and  third  terms  in  model  draw- 
ing and  shading  with  lead  pencil  and  crayon ;  the  second  term  in  geo- 
metrical drawing,  including  the  making  of  simple  working  drawings. 
The  sophomore  class  spend  two  hours  a  week  in  sepia  and  pen  draw- 
ings, and  four  hours  a  week  in  the  use  of  drawing  instruments  and  in 
the  theory  and  practice  of  orthographic,  isometric  and  perspective 
projections  and  shades  and  shadows. 

The  junior  class  spend  six  hours  a  week  in  the  construction  of  gear 
tooth  and  cam  outlines  and  use  of  the  odontograph,  the  principles  of 
stereotomy,  special  problems  in  machine  movements  and  in  making 
finished  and  working  drawings  from  specific  data. 

All  drawing  is  done  under  the  eye  of  the  instructor. 

The  course  as  arranged  by  years  and  terms,  is  shown  below. 

Apparatus. — The  free-hand  drawing  room  is  elegantly  finished,  and 
provided  with  examples  of  the  most  approved  methods  of  drawing. 
It  contains  perspective  models,  made  at  the  Royal  Sculpture  Gallery, 
at  Dresden ;  a  collection  of  casts  of  antique  forms  made  by  Malpieri, 
of  Rome ;  and  a  full  set  of  the  models  designed  by  Walter  Smith,  of 
Boston. 

The  mechanical-drawing  room  is  equally  commodious,  and  easily 
supplied  from  the  shop  with  the  examples  of  machine  construction. 
In  this  room  the  students  see  specimens  of  the  drawing  and  machine- 
work  done  at  other  polytechnic  schools,  especially  the  large  collection 
presented  to  this  institution  by  the  Imperial  Institute  of  Technology, 
at  St.  Petersburg. 

The  following  schedule  shows  the  course  in  drawing,  in  detail : 
COURSE  IN  DRAWING. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Freshman. 

Free-hand  —  Six   hours 
per  week. 
Outline    Drawing  from 
Models. 

Mechanical—  Six    hours 
per  week. 
G  eometrical     Drawings 
and  simple  Working 
Drawings. 

Free-hand  —  Six       hours 
per  week. 
Shading      from      models 
with    pencil    and   cray- 
on,     Machine     Sketch- 
ing. 

Sophomore. 

Free-hand  —  Two  hours 
per  week. 
Sepia  Drawing  from 
Models. 
Mechanical  —  Four  hours 
per  week. 
Line  and   Brush  Shad- 
ing, Section  coloring. 

Free-hand  —  Two  hours 
per  week. 
Pen  and  Ink   Drawing 
from  Models. 
Mechanical  —  Four  hours 
per  week. 
Shades    and    Shadows, 
Isometric  Projections. 

Free-hand  —  Two     hours 
per  week. 
Pen    and  Ink    Drawings 
for  Photo-Engravings. 
Mechanical—  Four    hours 
per  week. 
Perspective       working 
Drawings,  Tracing  and 
Blue  Printing. 

II  Junior. 

Mechanical  —  Six    hours 
per  week. 
Problems    in    Stereoto- 
my,  Cam  Outlines. 

Mechanical  —Six  hours 
per  week. 
Gear  Tooth  Outlines 
and    use    of    Odoiito- 
graph,    Special    prob- 
lems   in    Machine 
Movements. 

Mechanical  —  Six     hours 
per  week. 
Making     Working      and 
Finished  Drawings. 

118  REPORT  OF  THE 


VIII.  IOWA. 

The  Agricultural  College. 

The  Iowa  State  Agricultural  College  is  one  of  the  colleges  which  re~ 
ceives  the  benefit  of  the  National  Land  Grant  Act  of  1862.  Tuition  is 
free  to  all  Iowa  students. 

Six  courses  of  study  are.  offered  at  the  college,  all  scientific,  techni- 
cal or  industrial,  according  to  the  clear  intent  and  in  the  full  spirit  of 
the  organic  laws  of  Congress  that  founded  the  college.  They  are,  in 
brief  : 

1.  In  industrial  science. 

2.  For  ladies  in  science,  literature  and  domestic  economy. 

3.  In  agriculture  and  horticultural. 

4.  In  mechanical  engineering. 

5.  In  civil  engineering. 

6.  In  veterinary  science. 

The  requirements  for  admission  are  placed  quite  low  so  that  the 
common  schools  of  the  State  may  furnish  the  necessary  preparation 
or  nearly  so.  The  requirements  for  admission  to  the  freshman  class 
are,  evidence  of  a  thorough  knowledge  of  orthography,  English  gram- 
mar, arithmetic,  geography,  United  States  history,  human  physiology 
and  (except  in  the  veterinary  course),  algebra  through  simple  equa- 
tions. 

The  department  of  mechanical  engineering  is  equipped  with  five 
shop  rooms,  besides  tool  and  engine  arid  supply  rooms,  drafting  rooms, 
recitation  rooms,  blue-print  room,  etc. 

This  department  aims  to  graduate  mechanical  engineers,  not  mere 
machinists.  The  young  men  are  fitted  not  only  to  superintend  the 
manufacture  of  machinery,  but  to  design  it. 

The  students  have  work  or  shop  exercises,  involving  many  princi- 
ples of  construction  which  succeed  each  other  in  systematic  order 
through  the  course.  In  this  way  they  are  able  to  learn,  in  the  time 
devoted  to  the  shop,  the  most  that  is  possible  about  machine  tools,  how 
to  use  them  and  the  variety  of  work  they  are  intended  to  do.  Occa- 
sionally a  job  of  repairing,  or  constructing  a  piece  for  actual  use  is  given 
to  the  best  students,  when  well  suited  to  replace  one  or  more  of  the 
regular  shop  exercises.  Thus,  without  loss  of  time,  they  experience 
some  of  the  benefits  of  performing  actual  work.  All  shop  work  is 
made  from  mechanical  drawing.  Practice  in  vise  work  and  a  course 
in  forging  is  taught.  In  the  wood-shop  which  is  well  supplied  with 
wood-working  machinery,  work  benches  and  carpenter's  tools,  a  care- 
fully systematized  course  comprises  instruction  in  carpentry,  wood 


INDUSTRIAL  EDUCATION  COMMISSION.  119 

turning,  the  running  and  care  of  circular,  band  and  jig  saws,  planers 
and  molding  machinery — the  student  actually  using  each  machine. 
Later  comes  a  thorough  course  in  patternmaking.  This  is  preceded 
by  careful  instruction  in  molding,  where  also  are  studied  the  reasons 
for  the  forms  and  various  parts  of  patterns  as  a  preparation  for  their 
construction. 

In  the  mechanical  laboratory  the  older  students  go  through 
with  the  regular  commercial  testing  of  boilers,  engines,  pumps,  etc. 
They  accurately  measure  the  weight  of  steam  a  boiler  gives  for  each 
pound  of  fuel  burned,  testing  its  quality,  wet  or  dry  steam,  the  num- 
ber of  pounds  of  steam  required  by  the  engine  for  each  horse  power 
it  develops,  the  quantity  and  potential  of  electric  current  obtained 
from  a  dynamo  for  each  horse  power  used,  and  again  the  power  fur- 
nished by  an  electric  motor,  compared  with  the  current  supplying  it. 
The  efficiency  of  steam  pumps  and  injectors,  and  of  all  machinery  con- 
suming power  is  studied  in  this  way,  thus  supplementing  in  a  most 
thorough  manner  the  engineering  instruction  of  the  class  room.  An 
Olsen  testing  machine  is  used  for  determining  the  tensile  strength, 
elasticity  and  resistance  to  crushing,  of  the  materials  of  engineering, 
wood,  iron  and  steel,  the  strength  of  boiler  plate  and  of  riveted  joints, 
also  the  strength  and  stiffness  of  beams  used  in  buildings  and  bridges. 
Brick,  stone  and  cement  are  likewise  tested  and  every  possible  means 
is  adopted  to  teach  the  underlying  principles  of  engineering,  and  to 
illustrate  them  thoroughly  by  actual  trial  and  work  done  by  the  stu- 
dents themselves. 

It  is  the  policy  of  the  mechanical  department  to  give  its  students  a 
training  so  practical  and  thorough,  both  in  shop  work  and  drawing, 
that  it  shall  enable  them  as  machinists  and  draughtsmen  to  earn  a  liv- 
ing, to  get  a  foothold,  immediately  on  graduating  from  college.  At 
the  same  time  the  course  of  study  and  practice  is  sufficiently  compre- 
hensive and  liberal  to  give  graduates  a  strong  impetus  toward  the 
higher  positions  in  their  profession. 

The  following  extract  from  the  report  of  the  professor  in  charge  of 
this  department  for  1886-1887  shows  some  of  the  results  of  the  work  : 

41 A  radical  change  has  been  made  in  the  method  of  giving  instruc- 
tion in  shop  work — th?  change  being  from  what  is  known  as  the 
Russian  or  exercise  system  which  does  not  produce  anything  useful 
to  the  manufacturing  system,  all  of  the  products  of  which  are  to  be 
used  in  the  shops  or  sold  in  the  market.  This  change  has  resulted  in 
a  marked  improvement  both  in  the  interest  of  and  progress  made  by 
the  students.  In  fact,  quite  a  number  of  students  have  asked  for 
extra  shop  work.  The  last  freshman  class  voted  unanimously  to  have 
shop  work  on  Saturday  in  order  that  they  might  have  a  full,  uninter- 
rupted day.  When  a  whole  class  of  students  will  voluntarily  forego 
the  weekly  holiday  with  its  accompaniments  of  base  ball,  fishing,  etc.-. 


120  REPORT  OF  TEE 

and  work  in  the  shops  instead,  it  shows  that  they  get  something  which 
they  need  and  appreciate.  ^ 

During  the  past  two  years  the  students  have  made  in  the  carpenter 
shop  ten  carpenters'  benches,  with  tool  cases  complete,  forty  desk 
schools  for  the  mechanical  drawing  rooms,  eighteen  small  instrument 
cases,  over  seven  thousand  cleats  for  the  Edison  Electric  Light  Com- 
pany, thirty  wood  screw  clamps,  two  hundred  and  twenty  turned  cedar 
posts,  one  black  walnut  office  desk,  one  oak  washstand,  one  oak 
dressing  case,  and  have  done  about  one  half  the  work  on  a  fine  ward- 
robe bed.  In  addition  to  the  above  a  large  variety  of  work  which 
cannot  be  listed  here  has  been  done,  for  the  college. 

In  the  machine  shop  the  students  have  made  ten  carpenters'  and 
machinists'  vises,  together  with  various  tools  and  pieces  of  apparatus 
for  the  department,  one  adjustable  speaker's  stand,  and  two  improved 
letter  presses  of  original  design ;  also,  a  small  steam  engine,  which  had 
been  set  aside  as  useless,  has  been  worked  over  into  a  model  for  illus- 
trating the  action  of  valve  gears  and  thus  made  of  value  in  the  study 
of  the  steam  engine.  When  contemplated  attachments  are  added  to 
this  model,  it  will  be  worth  at  least  $300  to  the  department. 


INDUSTRIAL  EDUCATION  COMMISSION.  121 


IX.  MAINE. 

The  Maine  State  State  College  of  Agriculture  and  the  Mechanical  Arts. 

This  institution  is  one  of  those  established  in  accordance  with  the 
act  of  Congress  of  1862. 

The  purpose  of  the  college,  as  stated  in  the  annual  report  for  1888, 
is  "  to  give  at  a  moderate  cost,  the'advantages  of  a  thorough,  liberal 
and  practical  education.  It  seeks  to  do  this  by  means  of  approved 
methods  of  instruction,  and  especially  by  making  prominent  the  sys- 
tem of  practically  applying  in  the  drawing  room,  in  the  laboratory, 
in  the  shop  and  in  the  field,  the  lessons  of  the  class-room.  It  thus 
endeavors  to  make  its  courses  of  high  practical  value." 

While  the  courses  of  study  fully  meet  the  requisition  of  the  act  of 
Congress,  and  are  especially  adapted  to  prepare  the  students  for  agri- 
culture and  mechanical  pursuits,  it  is  designed  that  they  shall  be  also 
sufficiently  comprehensive,  and  of  such  a  character  as  to  secure  the 
discipline  of  mind  and  practical  experience  necessary  for  entering 
upon  other  callings  or  professions. 

ADMISSION. 

Candidates  for  admission  to  the  freshman  class  must  not  be  less  than 
fifteen  years  of  age,  and  must  pass  a  satisfactory  examination  in 
arithmetic,  geography,  English  grammar  (especial  attention  should 
be  given  to  orthography,  punctuation  and  capitals),  history  of  the 
United  States,  physical  geography,  book-keeping,  algebra  to  logarithms 
and  plane  geometry. 

Candidates  for  advanced  standing  must  sustain  a  satisfactory  exam- 
ination in  the  preparatory  branches,  and  all  in  the  studies  previously 
pursued  by  the  class  they  propose  to  enter. 

Tuition  is  thirty  dollars  a  year,  divided  equally  between  the  two 
terms.  The  cost  of  material  and  repair  of  tools  for  the  course  of  in- 
struction in  the  vise  shop  is  ten  dollars ;  in  the  forge  shop,  nine  dol- 
lars ;  in  the  wood  shop,  four  dollars. 

COURSES. 

Five  full  courses  of  instruction  are  provided,  viz  :  A  course  in 
agriculture,  in  civil  engineering,  in  mechanical  engineering,  in  chem- 
istry, and  in  science  and  literature. 

The  studies  of  the  several  courses  are  essentially  commom  for  the 
first  year,  and  are  valuable  not  only  in  themselves,  but  also  as  fur- 
nishing a  necessary  basis  for  more  technical  studies  and  the  practical 
instruction  of  the  succeeding  years: 


122 


REPORT  OF  THE 


The  course  in  mechanichal  engineering,  in  detail  is  as  follows  : 

FIRST  YEAR. 


FIRST  TERM. 

Solid  Geometry. 

Physiology. 

Rhetoric. 

Free-Hand  Drawing. 

Dissecting. 

P.  M.     Labor  on  Farm. 


FIRST    TERM. 

Descriptive  Geometry. 

French, 

Physics. 

General  Chemistry. 

P.  M.     Carpentry. 

Laboratory  Work  in  Chemistry. 


FIRST    TERM, 

Calculus. 

Kinematics. 

Vise'  Work. 

P.  M.     Machine  Drawing. 


SECOND  TERM. 

Lorgarithins  and  Trigonometry. 

Botany. 

French. 

Mechanical  Drawing  (F.  of  T.). 

Botanical  Laboratory  Work  (L.  of  T.). 

P.  M.     Labor  on  Farm. 


SECOND  YEAR. 


SECOND   TERM. 


Analytical  Geometry. 
Drawing  and  Kinematics. 
Physics. 
Surveying. 

Qualitative  Chemistry. 
P.  M.     Mechanical   Drawing  and  Forge 
Work. 


THIRD  YEAR. 


SECOND  TERM. 


Calculus  (F.  of  T.). 
Descriptive  Astronomy  (L.  of  T. ). 
Mechanics  and  Machine  Design. 
Logic. 

Elements  of  Mechanism. 
Link  and  "Valve  Motions. 
P.  M.     Isometric  and  Cabinet  Projection 
and  Machine  Drawing. 


FOURTH  YEAR. 


FIRST    TERM. 

Steam  Engineering. 

Practical  Astronomy. 

Political  Economy. 

P.  M.     Machine  Drawing  and  Designing. 


SECOND    TERM. 

Steam  Engineering. 
Wood  Turning. 
Plydraulic  Engineering. 
Mineralogy  and  Geology. 
U.  S.  Constitution. 

P.  M.     Machine  Drawing,  Designing  and 
Thesis  Work. 


It  is  the  design  of  this  course  to  give  such  a  knowledge  of  mathe- 
matics, mechanics,  principles  of  mechanism,  drawing  and  manual  art? 
as  shall  enable  the  student  successfully  to  enter  practical  life  as  an 
engineer  with  the  same  through  education  in  subjects  required  to  fit 
him  for  general  duties  of  life  as  is  afforded  by  the  other  courses. 

The  first  two  years'  work  is  identical  what  that  of  the  students  in 
civil  engineering,  except  that  carpentry  and  forge  work  are  taken  the 
second  year  in  place  of  part  of  the  drawing.  In  the  junior  year,  the 
first  term  is  devoted  to  the  geometry  of  machinery,  showing  the  stu- 
dents how  different  motions  may  be  obtained  independently  of  the 
power  required.  Special  attention  is  here  given  to  the  subject  of  gear- 


INDUSTRIAL  EDUCATION  COMMISSION.  123 

ing,  and  a  full  set  of  problems  worked  out,  illustrating  cases  commonly 
occurring  in  practice.  In  the  second  term  of  this  year  the  subject  of 
the  geometry  of  machinery  is  continued  by  lectures  on  other  methods 
of  transmitting  motion,  as  by  belts,  cams,  couplings  and  links.  Con- 
siderable time  is  given  to  the  study  and  designing  of  the  various  valve 
and  link  motions  used  on  the  steam  engine.  During  the  same  term 
instruction  is  given  in  mechanics  and  the  laws  of  the  strength  of  ma- 
terials, the  student  being  required  to  design  machine  details  in  ac- 
cordance with  those  laws. 

The  first  part  of  the  first  term,  senior  year,  is  employed  in  studying 
the  laws  of  the  expansion  of  steam,  and  their  influence  upon  the  con- 
struction of  steam  engines  and  boilers,  the  subject  being  illustrated 
by  experiments  on  the  shop  engine,  with  the  aid  of  an  indicator. 
During  the  remainder  of  the  term  the  students  are  engaged  in  design- 
ing engines  and  other  machines,  and  in  making  detailed  drawings  of 
the  same,  such  as  would  be  required  to  work  from  in  the  shop. 

During  the  last  term,  senior  year,  the  study  of  steam  engineering  is 
continued  in  its  application  to  compound  engines,  and  the  subject  of 
hydraulic  engineering  is  taken  up  briefly  by  lectures  on  the  storage  of 
water  for  power  and  the  theory  and  construction  of  modern  water 
wheels. 

SHOP  WORK. 

There  are  now  three  shops  equipped  according  to  the  Russian  system, 
and  work  in  these  is  required  of  all  students  in  the  course.  The  first 
term  of  the  sophomore  year,  two  hours  of  each  day  are  devoted  to 
work  in  carpentry,  special  attention  being  given  to  accuracy  of  work- 
manship. 

During  the  second  term  of  the  same  year,  the  student  receives  in- 
struction in  forge  work,  including  the  welding  and  tempering  of  steel. 
A  course  in  vise  work  during  the  first  term  of  the  junior  year  gives 
the  student  practice  in  the  various  methods  of  shaping  and  fitting 
metals  by  the  use  of  the  chisel,  hack  saw  and  file.  During  their  sec- 
ond term,  the  junior  students  in  this  course  take  turns  in  running  the 
shop  engine,  and  are  taught  the  rules  of  safety  and  economy  in  this 
branch  of  engineering.  Instruction  in  wood-turning  is  given  during 

the  last  term  of  the  senior  year. 

» 

DRAWING. 

The  work  in  drawing  commences  with  a  course  in  free-hand  and 
elementary  mechanical  drawing,  extending  through  the  sophomore 
year. 

The  first  term  of  the  junior  year,  the  student  spends  the  time  allot- 
ted to  drawing  in  working  out  practical  problems  on  the  construction 
of  gear  teeth,  cams,  etc.,  and  in  elementary  practice  in  line-shading 
and  tinting. 


124  REPORT  OF  THE 

The  second  term  of  this  year  is  devoted  to  isometric  projection,  and 
the  making  of  finished  drawings  in  ink  and  in  water  colors.  In  the 
first  term  of  the  senior  year,  the  student  prepares  an  original  design 
of  some  machine,  makes  working  drawings  of  its  details  on  tracing 
cloth,  and  finally  prepares  copies  by  the  blue-print  process.  The  af- 
ternoon work  of  the  spring  term  consists  of  making  calculations  or  de- 
signs of  engines  and  boilers,  the  construction  of  the  necessary  work- 
ing drawings,  and  making  thesis  drawings. 

Theses  are  required  of  all  students  as  a  condition  of  graduation,  and 
must  be  on  some  subject  directly  connected  with  mechanical  engineer- 
ing. 

Students  in  this  course  receive  the  degree  of  bachelor  of  mechanical 
engineering  upon  graduation,  with  full  degree  of  mechanical  engineer 
three  years  afterwards  upon  presentation  of  a  satisfactory  thesis  and 
proof  of  professional  work  or  study. 

RESULTS. 

The  results  of  the  training  received  in  this  institution  are  shown  by 
the  following  extracts  from  the  report  mentioned  above : 

uAt  the  date  of  the  establishment  of  the  State  College,  it  was  esti- 
mated that  70  per  cent,  of  the  students  graduated  from  existing  col- 
leges found  their  life's  work  in  the  liberal  professions.  The  State  Col- 
lege graduated  its  first  class  in  1872.  The  whole  number  of  graduates 
to  this  date  is  278.  Of  these  less  than  10  per  cent,  are  embraced  in 
the  learned  professions. 

UA  large  proportion  of  the  remaining  90  per  cent,  is  engaged  in  the 
active  business  pursuits  of  the  country.  Many  of  them  have  attained 
positions  of  responsibility,  trust  and  emolument,  which  only  energy, 
intelligence  and  skill  could  ha?e  given  them.  It  is  a  marked  feature 
of  the  institution  that  its  broad  range  of  instruction  and  practice  gives 
to  its  graduates  the  key  to  success  without  the  intervention  of  a  term 
of  apprenticeship.  Leaving  the  college,  they  at  once  become  wage 
earners.  It  is  true,  also,  of  such  instruction  and  practice  that  it  often 
develops  aptitudes  in  students  for  certain  lines  of  employment  of  the 
existence  of  which  neither  themselves  nor  their  most  intimate  friends 
had  been  conscious.  Many  a  graduate,  but  a  short  time  out  of  col- 
lege, finds  himself  in  some  usetul  and  honorable  employment  of 
which  neither  himself  nor  his  friends  had  dreamed. 

"  The  eminently  practical  character  of  the  training  they  have  re- 
ceived enables  them  to  command  positions  of  responsibility  and  trust 
without  the  delay  of  an  intervening  apprenticeship.  A  graduate  said 
to  the  writer  a  few  years  ago  that  all  the  member  of  his  class,  includ 
ing  himself,  obtained  honorable  and  lucrative  employment  within  five 
months  from  the  date  of  their  graduation. 

"During  the  early  years  of  the  college,  fears  that  it  would  prove  to 
be  only  an  additional  avenue  to  the  l  learned  professions '  were  often 


INDUSTRIAL  EDUCATION  COMMISSION.  125 

expressed.  Such  fears  have  not  been  realized.  Of  its  graduates  less 
than  12  per  cent,  are  found  in  the  l  learned  professions.'  On  the  con- 
trary, they  are  widely  scattered  among  the  institutions  and  industries 
of  the  country,  where  they  are  doing  effective  work  as  professors  and 
instructors  in  colleges,  as  directors-in- chief  and  assistants  in  experi- 
ment stations,  as  teachers,  as  superintendents  of  public  instruction, 
and  of  factories  and  farms,  as  engineers-in-chief  of  railroads,  and  en- 
gineers of  divisions,  as  mechanical  engineers  in  manufacturing  estab- 
lishments, as  draughtsmen,  designers,  architects,  government  survey- 
ors, mechanics  and  farmers,  as  veterinarians  and  superintendents  oi 
quarantine  stations,  and  as  agents  at  signal  stations. 

"  Distributed  through  a  range  of  employments  so  broad,  it  would  be 
strange  if  there  were  not  some  failures.  But  the  most  gratifying  as- 
surances are  multipying,  each  passing  year,  that  the  average  of  suc- 
cess of  the  graduates  of  the  State  College  is  larger  than  its  most  san- 
guine friends  had  ever  claimed  or  even  expected. 

"  Wherever  found  they  illustrate  the  value  oi  the  training  they  have 
received.  An  officer  of  the  college,  who  visited  the  McCormick  man- 
ufacturing establishment  at  Chicago  last  summer,  found  three  of  its 
graduates  who  were  doing  all  the  draughting  for  a  force  of  1,800  men, 
and  who  had  displaced  in  three  years  double  their  number,  who  had 
been  doing  the  same  amount  of  work.  Measured  by  the  money 
standard,  there  are  graduates  whose  services  are  valued  at  from  $3,000 
to  $6,000  per  annum." 


126  REPORT  OF  THE 


X.     MARYLAND. 

Baltimore  Manual  Training  School. 

An  ordinance  authorizing  the  establishment  of  a  u  School  for  Man- 
ual Training "  in  the  city  of  Baltimore,  under  the  control  of  the 
"  Board  of  Commissioners  of  Public  Schools,"  was  passed  by  the  city 
council,  October  20, 1883. 

"The  school  was  opened  March  3,  1884,  with  sixty  students,  being 
the  first  annual  training  school  in  the  United  States,  established  in 
connection  with  the  city  school  system." 

The  object  of  the  school  is  as  follows:  "Instruction  and  practice 
in  the  use  of  tools,  and  such  instruction  as  may  be  deemed  necessary 
in  mathematics,  drawing,  and  the  English  branches  of  a  high  school 
course.  The  tool  instruction  includes  carpentry,  wood-turning,  pat- 
ternmaking,  chipping  and  filing,  forge  work,  molding,  soldering  and 
brazing,  the  use  of  machine  shop  tools,  and  such  other -instruction  of 
a  similar  character  as  may  be  deemed  advisable  to  add  to  the  fore- 
going from  time  to  time,  it  being  the  intention  to  divide  the  working 
hours  of  the  students  as  nearly  as  possible,  equally  between  manual 
and  mental  exercises.  This  school  differs  from  the  city  college  in 
omitting  from  its  required  studies  foreign  and  ancient  languages,  in 
giving  prominence  to  mechanical  drawing,  and  particularly  in  afford- 
ing scientific  instruction  and  actual  practice  in  the  care  and  use  of 
tools. 

u  The  school  does  not  teach  trades.  Its  aim  is  more  comprehensive 
— it  lays  the  foundation  for  many  trades,  and  at  the  same  time  recog- 
nizes the  value  of  intellectual  discipline. 

"  It  is  not  assumed  that  every  boy  who  enters  this  school  will  be  a 
mechanic.  Some  will  find  that  they  have  no  taste  for  manual  arts, 
and  will  turn  into  other  paths — law,  medicine  or  literature.  Some, 
who  develop  both  natural  skill  and  strong  intellectual  powers,  will 
push  on  through  the  Polytechnic  School  into  the  higher  realms  of 
professional  life,  as  engineers  or  scientists. 

u  Others  will  find  their  greatest  usefulness  as  well  as  highest  happi- 
ness in  some  branch  of  mechanical  work  into  which  they  will  readily 
step  when  they  leave  school.  All  will  gain  intellectually  by  their 
experience  in  contract  with  things.  The  general  result  will  be  an  in- 
creasing interest  in  manufacturing  pursuits,  more  intelligent  me- 
chanics, more  skillful  manufacturers,  better  lawyers,  more  skilful 
physicians,  and  more  useful  citizens." 

Candidates  for  admission  must  be  at  least  fourteen  years  of  age, 
and  must  pass  a  satisfactory  examination  in  reading,  spelling, 


INDUSTRIAL  EDUCATION  COMMISSION.  127 

writing,  geography,  English  composition,  and  the  fundamental  opera- 
tions of  arithmetic  as  applied  to  intergers,  common  and  decimal  frac- 
tions, denominate  numbers,  and  the  extraction  of  the  square  and  cube 
root  of  numbers.  Ability  to  use  the  English  language  correctly  is 
especially  desired.  Boys  fourteen  years  of  age  who  are  members  of 
the  city  college  or  pupils  in  the  seventh  grade  of  a  grammar  or  ''pub- 
lic school "  for  half  a  year  or  more  will  be  admitted  without  exami- 
nation upon  recommendation  of  their  principal. 

The  course  of  instruction  covers  three  years  and  is  as  follows : 

FIRST  YEAR. 

Arithmetic,  algebra,  geometry,  mensuration,  English  language,  his- 
tory, geography,  physiology  and  physics. 
Drawing. — Geometrical  and  sketching. 

Shop  Work. — Carpentry,  wood  turning,  forging,  proper  care  and  use 
of  tools. 

SECOND  YEAR. 

Algebra,  geometry,  plane  trigonometry,  mensuration,  physics,  his- 
tory, English  literature  and  mechanics. 

Drawing. — Geometrical  and  mechanical  or  architectural. 

Shop  Work. — Patternmaking,  vise  work,  welding,  tempering,  sold- 
dering  and  brazing. 

THIRD  YEAR. 

Geometry,  plane  trigonometry,  physics,  mechanics,  book-keeping, 
literature,  chemistry,  political  economy,  geology  and  engineering. 

Drawing. — Machine,  architectural  and  designing. 

Shop  Work. — Machine  shop  work,  filing,  turning,  drilling,  planing, 
etc..  study  of  machinery. 

Throughout  the  course,  about  one  hour  per  day  is  given  to  drawing,  and  about 
two  hours  to  shop  work.  The  remainder  of  the  school  day  is  devoted  to  study  and 
education. 

The  following  list  gives  the  shop  work  in  detail : 

FIRST  YEAR. 
Carpentry — Fifteen  Weeks. 

Care  and  use  of  tools :  half  lap  and  mortise  and  tenon,  1^  by  1^  by 
4  inches ;  half  lap  joint,  dovetail  and  mitre,  1^  by  1^  by  4  inches ; 
dovetailing ;  a  stool,  12  by  7  by  5-J  inches ;  frame  for  door,  3  by  18  by 
1  inches ;  scarf,  three  joints;  knife  box,  13  by  7f  by  2f  inches;  stairs, 
carriages,  risers  and  steps;  truss,  rafters,  with  king  and  queen  posts. 

Wood  Turning — Five   Weeks. 

Care  and  use  of  lathe — lectures ;  care  and  use  of  turning  tools — 
lectures;  cylinder  between  centers;  cone  between  centers;  step 
cylinder  between  centers  ;  inverted  cone  between  centers ;  geomet- 
rical piece  in  angles ;  geometrical  piece  in  round ;  geometrical  piece 
table  leg;  chuck  work. 


128  REPORT  OF  THE 

Course  in  Forge  Shop. —  Twenty    Weeks. 

Forge. — Mechanism  of  and  care  of  forge  and  smith's  tools,  prepa- 
ration of  forge  for  fire,  building  and  managing  the  fire,  heat  of  fire, 
fluxes. 

Tools. — Anvil,  sledge,  hand  hammer,  square  tongs  of  various  kinds, 
hot  chisel,  cold  chisel,  swages,  fullers,  flatters,  formers,  heading  tools, 
mandrils. 

Forging. — Forge  square  iron  out  of  round,  round  out  of  square, 
octagonal  out  of  square,  hexagonal  out  of  round,  head  up  a  rivet,  head 
up  a  bolt. 

Bending. — Turn  a  piece  of  flat  iron  to  a  right  angle,  the  corners 
being  brought  square  and  neat,  turn  a  flange,  bend  an  eye,  bend  an 
ear,  make  a  square  out  of  a  piece  of  flat  iron. 

Welding. — Make  a  jump  weld,  weld  two  pieces  together  forming  a 
cross,  make  a  split  weld,  a  scarf  weld,  a  pipe  weld,  bend  and  weld  a 
washer  of  flat  iron,  make  a  round  ring  out  of  a  piece  of  square  iron, 
weld  a  square,  make  four  or  five  links  of  a  chain  out  of  three-eighths 
round  iron,  iron  to  steel. 

Tool  Making. — Forge  and  finish  a  set  of  tools,  a  wedge,  center 
punch,  flat-nose  calking  tool,  cape  chisel,  cold  chisel,  a  drift,  heading 
tool  calipers,  straight-edge,  tee  square,  hand  hammer,  set  of  drills, 
set  o£  lathe  tools,  make  and  finish  a  (cross  pene)  fitter's  hammer,  a 
(cross  pene)  chipping  hammer,  a  (straight  pene)  chipping  hammer, 
a  (round  pene)  blacksmith's  hammer. 

Tempering. — Theory  of  tempering,  temperatures  and  colors,  water, 
oil,  etc.  Temper  chisels,  turning  and  boring  tools  for  wood  and 
metals. 

SECOND  YEAR. 
Patternmaking — Fifteen    Weeks. 

Care  and  use  of  tools.     Lectures. 

Gib. 

Crank. 

Cylinder  head. 

Connecting  rod  brasses. 

Piston  head.  v   Complete  set  of  patterns  for  a  steam 

Piston  rings.  engine. 

Cross  head. 

Cross  head  guide. 

Engine  Frame. 

Cylinder.  J 

Molding — Five    Weeks. 

Care  and  use  of  molders  tools,  lectures ;  crucibles,  furnaces  and 
cupolas,  lectures;  green  sand,  dry  sand,  loam. 


INDUSTRIAL  EDUCATION  COMMISSION.  129 

Vise  Work — Fifteen  Weeks. 

Care  and  use  of  tools,  lectures ;  square  prism  rectangular  block 
with  champered  edges,  octagonal  prism,  rack  teeth,  right  angle  piece, 
anvil  (free  hand  filing),  elipse,  circle  and  segments,  riveting,  ham- 
mer (free  hand  filing),  ring,  slide  rest,  open  slot  piece,  gear  wheel, 
inlaid  plate,  parallel  filing,  tongue  and  groove,  dovetail,  screw  (free 
hand  filing),  geometrical  form,  key  way  and  champer. 

Soldering  and  Brazing — Five  Weeks. 

The  names  and  qualities  of  the  various  metals  used ;  degrees  of  heat 
necessary  for  soldering,  brazing,  tinning,  burning;  the  proportions  of 
metals  in  order  to  produce  the  best  results ;  the  modes  of  applying 
heat  in  soldering,  brazing,  tinning,  burning;  method  of  overcoming 
difficulties  caused  by  overheating;  method  of  burning  metal  together; 
preparation  of  metals  for  soldering,  brazing,  tinning  and  burning; 
exercises  in  the  process  of  uniting  the  edges  or  surfaces  of  similar  or 
dissimilar  metals  and  alloys  by  partial  fusion. 

The  course  familiarizes  the  student  with  the  tools  of  the  metal 
worker,  and  prepares  him  for  the  construction  of  work  from  drawings. 

THIRD  YEAR. 
Forty  Weeks. 

Machine  shop  work;  names,  uses  and  care  of  hand  and  machine 
tools — lectures;  machine  shop  methods — lectures;  finish  up  castings 
and  forgings  of  former  lessons ;  finish  up  a  design  for  graduation. 

A  course  in  mechanical  engineering  was  added  in  1888.  There  is 
also  a  preparatory  department  connected  with  the  institution,  to 
which  boys  who  are  pupils  in  the  sixth  grade  of  a  grammar  or  "  pub- 
lic school  "  for  half  a  year  or  more,  are  admitted  without  examina- 
tion, upon  recommendation  of  their  principal. 

The  course  of  study,  covering  two  years,  is  as  follows : 

FIRST  YEAR. 

Language;  reading;  writing;-  arithmetic;  algebra;  geometry;  geo- 
graphy; history  of  United  States.  Drawing — forty-five  minutes  each 
day.  Sketching  from  models — free-hand  drawing.  Map  of  Maryland 
and  of  the  United  States. 

Wood  Work — Seventy  -five  Minutes  each  Day — Twenty  Weeks. 

Care  and  use  of  tools;  to  lay  off  work;  ripping  and  cross-cutting; 
planing  trueing  and  bringing  lumber  to  a  width  and  thickness;  nail- 
ing. 

Mortise   and   tenon;   blind  mortise  and   tenon;  half  lap  joints; 
through  mortise  and  tenon  rabbeted;  dowel  joints,  plain  box  (6x4x2 
inches)  nailed  together. 
9  ED.  COM. 


130  REPORT  OF  THE 

Sheet  Metal  Work — Seventy --five  Minutes  each  Day — Twenty    Weeks. 

Care  and  use  of  tools;  how  to  make  and  care  for  the  fire  in  a  char- 
coal furnace;  how  to  lay  off  the  work.  Soft  solder. 

Solder  two  pieces  of  tin  together;  groove  and  solder  a  seam  ;  plain 
pipe,  6  inches  long,  2  inches  diameter ;  rectangular  pan,  4x8xl£ 
inches  deep;  square  pipe,  d  inches  long,  2  inches  square;  square  box, 
with  loose  top,  4x2x2  inches;  round  pan,  4  and  5  inches  diameter,  1^ 
inches  deep ;  elbow,  right  angle,  6-6x2  inches  deep  ;  tin  cup,  3-J  inches 
diameter  2  inches  deep ;  butter  kettle,  8x5x5  inches  deep ;  tea  or  cof- 
fee pot,  3^ — 4  inches  diameter  6  inches  deep. 

SECOND  YEAR. 

Language;  reading;  writing;  arithmetic;  geography;  history; 
algebra,  geometry.  Drawing  forty-five  minutes  each  day;  free-hand 
and  maps. 

WOOD  WORK. 
Seventy  -five  Minutes  each  Day — Twenty  Weeks. 

Care  and  use  of  wood-worker's  bench  tools,  bracket  saw  and  foot- 
lathe. 

Bracket;  combination  bracket;  easel;  fancy  frame;  turning 
cylinder,  cone,  truncated  code,  step  cylinder,  geometrical  form,  round 
form,  table  leg. 

SHEET  METAL  SHEET. 

Seventy -five  Minutes  each  Day — Twenty  Weeks. 

Care  and  use  of  tools  and  how  to  lay  out  work ;  make  and  care  for 
fire  in  furnace  ;  hard  solder ;  tin  a  piece  of  brass,  tin  a  piece  of  cop- 
per; joint  together  copper  to  copper,  brass  to  brass,  copper  to  brass, 
copper  to  iron;  make  a  piece  of  copper  pipe  six  inches  long,  three- 
fourths  of  an  inch  in  diameter;  elbow,  right  angled,  4-4xf  inches  in 
diameter ;  copper  bowl,  beaters,  six  inches  in  diameter  three  inches 
deep ;  a  biass  vase,  beaten  in  halves  and  brazed  together  eight  inches 
high ;  a  copper  vase,  fluted,  eight  inches  high  ;  a  checker  board  table, 
copper  and  brass;  hemisphere  of  copper,  beaten,  six  inches  in  diam- 
eter; a  brass  vase,  beaten  and  brazed  together,  eight  inches  high; 
copper  vase,  fluted,  eight  inches  high;  a  checker  board  table,  brass 
and  copper. 

RESULTS. 

The  following  extracts  from  [the  annual  report  of  the  principal  in 
December,  1887,  will  show  some  of  the  results  of  the  work  : 

The  first  class  was  graduated  in  June,  1887.  Of  the  twenty  five 
young  men  composing  it,  '•  one  is  an  instructor  in  the  school,  one  civil 
engineer,  two  electrical  engineers,  one  marine  engineer  (now  at  sea), 
one  house  carpenter,  two  patternmakers,  one  draughtsman,one  farmer, 
one  car-builder,  one  machine  supply  store,  one  architect,  six  machin- 


INDUSTRIAL  EDUCATION  COMMISSION.  131 

ists,  one  student,  and  two  are  in  mercantile  pursuits,  all  with  bright 
prospects  for  a  useful  and  properous  future. 

"  Of  the  fifty-five  student  s  who  have  been  withdrawn  from  the  school 
during  the  year,  all  but  six  are  following  mechanical  pursuits. 

"  The  course  of  study  and  shop  work  as  indicated  above  has  been 
strictly  adhered  to  and  the  results  are  satisfactory.  *  *  * 

"  The  nine  by  twelve  inch  cylinder  steam  engine  which  was  built 
by  the  members  of  the  graduating  class,  from  their  old  drawings, 
was  set  up  in  the  shops  in  the  place  of  the  old  one.  It  does  the  full 
work,  is  noiseless  in  its  operation  and  has  proven  that  it  was  well  made 
and  correctly  adjusted.  " 

The  growth  of  the  school  has  been. 

Students  on  roll  March,  1881, 62 

Students  on  roll  June  30, 1884, 100 

Students  on  roll  December  31,  1884, .147 

Students  on  roll  June  30,  1885, 112 

Students  on  roll  December  31, 1885, 94 

Students  on  roll  June  30,  1886, 110 

Students  on  roll  December  31,1886, 150 

Students  on  roll  June  30, 1887, .    .    204 

Students  on  roll  December  31,  1887, 273 


132  KEPORT  OF  THE 


XI.  MASSACHUSETTS. 

1.  Boston  Public  Schools. 

The  subject  of  manual  training  in  connection  with  the  public 
schools  of  Boston  had  been  actively  discussed  for  several  years  pre- 
vious to  1883,  when  it  was  made  the  subject  of  special  report  by  a 
committee  chosen  for  that  purpose. 

The  committee  outlined  a  plan  and  submitted  the  following  orders : 

Ordered,  That  the  city  councils  be  requested  to  appropriate  the 
sum  of  $2,500  for  the  equipment  and  maintenance  of  a  manual  train- 
ing school. 

Ordered,  That  the  city  council  be  requested  to  fit  up  rooms  in  the 
basement  of  the  Latin  school  building,  where  classes  from  the  gram- 
mar schools  can  be  instructed  in  the  use  of  simple  hand  tools  during 
the  ensuing  school  year. 

In  April,  1884,  eleven  classes,  containing  in  all  two  hundred  and 
twenty  boys  from  ten  grammar  schools,  had  insruction  in  carpentry 
once  a  week.  The  lesson  was  two  hours  long,  and  boy&  were  allowed 
to  stay  a  part  or  the  whole  of  a  third  hour  if  they  desired.  The  boys 
were  fourteen  or  more  years  old,  and  members  of  the  first  and  second 
classes  in  the  grammar  schools.  Accommodations  were  provided  in 
the  basement  of  the  Latin  school  building. 

The  progress  of  the  work  is  shown  in  the  report  of  the  superinten- 
dent of  public  schools,  issued  in  March,  1885. 

"  The  experiment  in  manual  training  for  boys  has  made  interesting 
progress.  Two  hundred  boys  from  ten  different  grammar  schools 
have  been  under  instruction  in  carpentry  two  hours  a  week  since 
September.  Most  of  them  were  beginners  at  that  time,  but  a  few 
were  members  of  the  classes  formed  last  April.  The  boys  were  se- 
lected by  the  masters  of  the  grammar  schools,  no  boy  being  taken 
who  was  not  fourteen  years  old,  and  who  had  not  the  expressed  per- 
mission of  his  parents  to  take  instruction^  This  limit  as  to  age  is 
well  suited  to  the  usual  size  and  strength  of  boys,  and  has  the  addi- 
tional advantage  of  avoiding  some  possible  legal  difficulties. 

UA  course  of  lessons  drawn  up  at  the  beginning  oi  the  year  by  the 
teacher,  has  been  followed  with  some  approach  to  uniformity ;  but 
here,  as  everywhere  else  ,widely  different  degrees  of  native  aptitude,  as 
well  as  oi  attention  to  instruction,  show  themselves  among  the  boys. 
There  are  some  whose  4  fingers  are  all  thumbs;'  and  there  are  others 
who  make  square  work  and  good  joints  almost  from  the  beginning. 
A  very  little  observation  among  the  boys  is  enough  to  show  that  a 
clear  mind  generally  accompanies  the  skilful  hand  that  manual  skill 


INDUSTRIAL  EDUCATION  COMMISSION.  133 

has  its  mental  as  well  as  its  physical  side,  and  that  manual  training 
is  really  a  means  of  mental  training. 

"  The  interest  in  their  work  shown  by  the  boys  is  very  lively,  such 
as  1  have  seldom  seen  surpassed  in  any  other  kind  of  school-work. 
Many  boys  come  to  the  shop  afternoons,  an  hour  before  the  appointed 
time,  and  get  the  teacher's  permission  to  work  three  hours  instead  of 
two.  Some,  seeing  the  gas-fixtures  provided  for  use  on  dark  days, 
and  fancying  that  instruction  was  going  to  be  given  in  the  evening, 
begged  to  be  allowed  to  come  and  work  then,  as  well  as  in  the  day- 
time. But  there  were  others,  of  course,  whose  ardor  cooled  as  the 
novelty  wore  off,  and  the  truth  began  to  dawn  upon  them  that  man- 
ual training  was  after  all  work  and  not  play.  Still  the  number  of 
these  last  was  not  large  enough  to  disturb  the  generally  favorable 
impression  the  classes  produced. 

a  The  experiment  has  already  gone  far  enough  to  prove  that  work  of 
this  kind  can  be  joined  to  the  ordinary  grammar  school  work  with 
good  effect.  It  enlisted  the  sympathy,  encouragement  and  support  of 
the  masters  from  the  beginning;  and  to  this  cause  the  success  already 
achieved  is  largely  due.  So  long  as  there  are  nearly  three  thousand 
boys  in  the  grammar  schools,  fourteen,  fifteen  or  more  years  old,  it 
will  be  desirable  to  give  them  good  opportunities  to  discover  and  im- 
prove their  mechanical  aptitudes,  and  thus  to  gain  a  mental  discipline 
which  otherwise  they  would  miss.  But  where  is  the  time  for  a  new 
branch  of  instruction?  The  answer  has  been  given  that  manual 
training,  being  a  kind  of  physical  exercise,  is  a  relief  from  other 
school-work,  and  therefore  a  boy  will  do  all  his  regular  studies  and 
the  shop  work  too  in  the  time  usually  given  to  the  former.  This  an- 
swer can  be  defended  to  some  extent  by  an  appeal  to  experience. 
Still  it  is  taking  lather  high  ground  to  say  that  manual  training  can 
be  added  to  the  branches  of  instruction  now  pursued  without  dimin- 
ishing the  latter.  I  would  rather  take  a  more  moderate  position  and 
pay  due  regard  to  the  averge  possibilities.  It  would  be  wiser  to 
make  room  for  a  new  branch  of  instruction  by  dropping  some  of  the 
old.  For  example,  if  the  question  were  between  physics,  as  com- 
monly taught  out  of  a  book,  on  the  one  hand,  and  instruction  in 
carpentry  on  the  other,  I  should  unhesitatingly  prefer  the  latter.  In- 
deed, by  means  of  the  latter,  we  might  be  able  to  get  some  real 
instruction  in  the  former.  The  time  given  to  carpentry  would  not 
be  wholly  a  loss  to  the  other  studies,  for  some  of  them,  as  drawing 
and  the  geometrical  part  of  arithmetic  would  be  aided. 

"The  manual  training  practicable  in  school  rooms  seems  to  be  limited 
to  those  kinds  of  work  which  can  be  done  at  a  bench  with  hand  tools. 
Within  this  limit  the  way  now  seems  clear  to  spread  instruction  among 
the  schools,  as  far  as  may  be  thought  desirable.  While  I  am  more 
than  gratified  with  the  progress  thus  far  made  I,  nevertheless,  deem 
it  important  to  remember  that  a  fully  equipped  manual  training  school 


134  REPORT  OF  THE 

will  find  its  proper  place  in  the  school  sj^stem,  not  in  the  grammar 
schools,  but  above  them,  and  side  by  side  with  the  high  school ;  and  I 
trust  that  the  means  may  be  found  ultimately  for  carrying  out  the  full 
plan." 

The  lessons  in  carpentry,  in  detail,  were  as  follows : 

Lesson  Z^-A  board  four  feet  long  and  twelve  inches  wide,  of  undressed  lumber. 
By  the  use  of  chalk  and  line  strike  off  two  or  three  spaces  three-qnarters  of  an  inch 
apart  for  the  use  of  splitting  saw.  With  the  rule  and  pencil  mark  off  five  or  six  three- 
quarter  inch  spaces,  and  square  across  with  the  try-square,  for  the  use  of  cutting-off 
saw.  After  using  these  tools  what  remains  of  the  board  is  to  be  cut  into  pieces  of  the 
right  dimensions  for  a  box  fourteen  inches  long,  six  inches  wide,  and  four  inches 
deep.  The  purpose  of  this  lesson  is  to  teach  the  use  of  the  splitting  and  cutting-off 
saws. 

Lesson  JZ— This  lesson  brings  into  use  the  different  bench  planes.  First,remove  the 
iron  from  the  frame,  grind  it  on  the  grindstone  if  necessary,  whet  it  on  the  oil-stone, 
and  then  adjust  for  use.  Taking  the  stock  cut  fora  box  in  the  last  lesson,  plane  one 
side  and  one  edge  of  the  board  square  ;  then  gauge  with  the  marking-gauge,  and  plane 
to  four  inches  in  width,  squaring  ends  with  the  butt-plane,  and  nail  together. 

Lesson  III.— Get  out  stock  two  inches  wide  and  seven-eighths  of  an  inch  thick,  and 
put  together  a  box  twelve  inches  long  and  six  inches  wide,  by  mitering  the  ends  or 
cutting  them  at  an  angle  of  forty-five  degrees. 

Lesson  IV. — A  miter-box.  Stock  eighteen  inches  long.  Bottom  planed  to  four 
inches  wide.  Take  out  of  wind  by  use  of  straight-edge.  Sides  five  inches  wide,  and 
nailed  to  the  bottom.  Cut  with  a  saw  across  the  two  sides,  at  an  angle  of  forty-five 
degrees,  to  the  right  and  to  the  left. 

Lesson  V. — Saw  and  plane  some  stock  three  inches  wide,  and  put  together  a  box  by 
cutting  the  ends  in  the  miter-box.  This  lesson  is  to  test  the  miter-box.  If  correct, 
the  ends  of  the  box  will  come  together  square. 

Lesson  VI. — Stock  two  inches  wide,  with  a  rabbet  cut  for  glass  and  the  two  edges 
beaded,  mitered,  and  dowelled  together  for  a  picture-frame.  This  affords  another 
test  of  the  miter-box. 

Lesson  VII. — Take  two  pieces  of  board,  each  six  inches  long  and  five  inches  wide, 
planed  and  squared,  and  put  together  by  a  common  dovetail  joint. 

Lesson  VIII. — Take  two  pieces  of  board,  each  six  inches  long  and  five  inches  wide, 
and  put  them  together  by  blind  dovetailing. 

Lesson  IX.— A  small  cabinet,  nine  inches  square,  halved  together,  with  two  draw- 
ers put  together  by  blind  dovetailing.  Cross-bar  between  the  two  drawers  dove- 
tailed in.  Made  of  black  walnut  or  of  whitewood. 

Lesson  X. — A  chest  two  feet  long,  twelve  inches  wide,  and  twelve  inches  deep, 
dovetailed  and  glued  together,  the  bottom  fitted  inside.  Base  three  inches  wide, 
chamfered  on  the  upper  edge  and  mitered  together  at  the  corners.  Trimming  around 
the  top  beaded,  two  inches  wide,  and  mitered  together  at  the  corners. 

Lesson  XL — Make  a  mortise  andtennon,  and  fit  them  together.  This  is  a  prepa- 
ration for  the  next  lesson. 

Les  on  XII. — Cover  for  the  chest  (Lesson  X).  Put  together  with  mortise  and 
tenon,  with  a  panel  in  the  center. 

Lesson  XIII.— A.  writing-desk,  twelve  inches  long,  nine  inches  wide,  three  inches 
deep,  at  the  back,  and  one  inch  and  a  half  deep  in  front,  with  compartments  for  pens 
and  ink.  Cover  put  on  with  hinges. 

Lesson  XIV.—  Stock  three  inches  wide,  two  inches  thick,  and  six  inches  long, 
framed  together  with  a  key-tenon. 

Lesson  XV.—  Table  with  a  drawer.  Top  three  feet  long  and  one  foot  eight  inches 
wide,  made  of  two  boards  glued  together.  Frame  put  together  with  mortise,  tenon, 
and  draw-bore.  Cross-pieces  six  inches  wide.  Legs  square  and  tapering. 

The  tools  at  each  bench  were :  Splitting-saw,  cutting  off  saw,  fore-plane,  short 
jointer,  smoothing-plane,  butt-plane,  hammer,  mallet,  rule,  try-square,  bevel,  mark- 
ing-gauge, mortise-gauge,  five  auger-bits  and  a  brace,  five  firmer-chisels,  screw- 


INDUSTRIAL  EDUCATION  COMMISSION.  135 

driver,  counter-sink,  brad-awl,  scratch-awl,  nail -set,  chalk-line  and  reel,  oil-stone, 
oil-can,  bench-brush. 

A  few  tools  in  addition  to  those  at  the  benches  are  furnished,  when  needed,  to  in- 
dividuals. 

In  1886  the  Superintendent  reported:  uThe  interest  is  unabated, 
and  the  progress  of  the  two  hundred  boys  with  their  work  is  even 
more  satisfactory  this  year  than  it  was  last.  The  course  of  lessons  has 
been  improved;  some  of  the  articles  made  last  year  having  been  re- 
placed by  others  better  adapted  to  the  purpose  of  giving  the  best 
training  possible  in  the  limited  time. 

"  The  experiment  has  now  gone  far  enough  to  prove  that  this  kind 
of  training  can  be  joined  with  the  ordinary  grammar  school  work 
without  practical  inconvenience,  and  with  good  effect  on  the  boys. 
There  have  been  calls  from  other  parts  of  the  city  for  similar  schools 
to  be  opened  there,  and  the  promise  is  that  one  more  will  be  started 
in  September. 

"  One  fact,  noticed  in  the  last  committee's  report,  is  significant,  and 
that  is,  the  lively  desire  shown  on  the  part  of  last  year's  boys  to  con- 
tinue in  the  school  this  year;  which,  however,  they  could  not  be  al- 
lowed to  do,  being  then  graduates  of  the  grammar  schools.  There  is 
no  doubt  that  boys  once  engaged  in  a  course  of  manual  training  will, 
as  a  rule,  conceive  a  strong  desire  to  keep  on.  The  consciousness  of 
new  power  awakened  and  trained  for  practical  ends,  is  very  gratifying 
to  them.  Indeed,  we  find  among  these  boys  just  what  the  psycholo- 
gist would  have  led  us  to  expect — a  class  of  minds  which  can  be 
reached  in  no  other  way  so  well  as  through  their  mechanical  aptitudes. 
It  seems  certain  if  a  school  with  an  extensive  course  of  manual 
training  should  be  opened,  there  would  be  no  lack  of  interested  pupils 
to  fill  it.  That  there  are  many  parents  who  would  appreciate  the 
value  of  such  a  scoool  for  the  training  of  their  boys  is  plainly  enough 
indicated  by  the  manifestations  of  parental  interest  in  what  is  being 
done  now." 

Through  1887  the  course  was  substantially  the  same,  there  being  no 
chance  for  advancement  in  carpentry  work  until  better  accommoda- 
tions could  be  secured.  These,  however,  were  looked  for  in  the  near 
future. 

2.  Massachusetts  Institute  of  Technology. 

The  foundation  of  the  Massachusetts  Institute  of  Technology  was  laid 
in  a  report  by  Professor  William  E.  Rogers,  entitled  "Objects  and 
Plan  of  an  Institute  of  Technology,  including  a  Society  of  Arts,  a 
Museum  of  Arts,  and  a  school  of  Industrial  Science."  A  charter  for 
the  institution  thus  projected  was  granted  by  the  Legislature  of  Mas- 
sachusetts in  an  act  dated  April  10.  1861.  In  this  charter,  the  three- 
fold plan  outlined  by  Professor  Rogers,  who  became  the  first  president 
of  the  Institute  of  Technology,  was  preserved. 

The  School  of  Industrial  Science,  developed  along  the  lines  indi- 


136  REPORT  OF  THE 

cated  at  its  foundation,  has  become  the  prominent  feature  of  the  work 
of  the  institute;  and. indeed,  nearly  all  persons  know  it,  and  it  alone, 
as  the  institute.  The  school  was  opened  in  February,  1865,  with 
twenty-seven  pupils.  It  is  devoted  to  the  teaching  of  science  as  ap- 
plied to  the  various  engineering  professions,  viz  :  civil,  mechanical, 
mining,  electrical  and  chemical  engineering,  as  well  as  to  architecture, 
chemistry,  metallurgy,  physics  and  natural  history.  Courses  of  a  less 
technical  nature,  designed  as  a  preparation  for  business  callings,  and 
a  course  preparatory  to  the  professional  study  of  medicine,  are  also 
given. 

COURSES  OF  INSTRUCTION. 

The  School  of  Industrial  Science  of  the  Massachusetts  Institute  of 
Technology  provides  an  extended  series  of  scientific  and  literary 
studies,  and  of  practical  exercises.  The  courses  of  study  include  the 
physical,  chemical  ana  natural  sciences  and  their  application;  pure 
and  applied  mathematics;  drawing;  the  English,  French,  German 
and  other  modern  languages;  history;  political  science;  and  inter- 
national and  business  law;  These  studies  and  exercises  are  so  arranged 
as  to  afford  a  liberal  and  practical  education  in  preparation  for  active 
pursuits,  as  well  as  a  thorough  training  for  most  of  the  scientific  pro- 
fessions. 

Regular  Courses. — The  following  regular  courses  of  study,  each  of 
four  years' duration,  have  been  established;  and,  for  proficiency  in 
any  one  of  them,  the  degree  of  Bachelor  of  Science,  S.  B.,in  the  course 
pursued  is  conferred. 

I.  Civil  and  topographical  engineering. 
II.  Mechanical  engineering. 

III.  Mining  engineering. 

IV.  Architecture. 
Y.  Chemistry. 

VI.  Electrical  engineering. 
VII.  Natural  history. 
VIII.  Physics. 
IX.  General  course. 

X.  Chemical  engineering. 

The  first  year  for  all  courses  is  the  same,  and  contains  subjects 
which  are  considered  essential  as  preliminary  training,  or  as  a  founda- 
tion for  the  more  strictly  professional  studies  of  the  later  years  of  all 
courses.  At  the  end  of  the  first  year,  the  regular  student  selects  the 
course  which  he  will  pursue  during  the  remaining  three  years ;  and 
his  work  becomes  more  specialized  thereafter  as  it  progresses. 
The  studies  of  the  first  year  are  as  follows  : 


INDUSTRIAL  EDUCATION  COMMISSION 


137 


FIRST   TERM. 

Solid  Geometry. 

Algebra. 

General  Chemistry. 

Chemical  Laboratory. 

History  of  the  English  Language. 

English  Composition. 

French  (or  German). 

Mechanical  and  Free-hand  Drawing. 

Military  Drill. 


SECOND    TERM. 

Plane  and  Spherical  Trigonometry. 

General  Chemistry. 

Chemical  Laboratory. 

Political  History  since  1815. 

French  (or  German). 

Mechanical  and  Free-hand  Drawing. 

Millitary  Drill. 


To  be  admitted  as  a  regular  student  in  the  first  year's  class,  the  ap- 
plicant must  have  obtained  the  age  of  seventeen  years,  and  must  pass 
a  satisfactory  examination  in  arithmetic,  algebra,  plane  geometry, 
French,  English  language  and  literature,  history  and  geopraphy. 

Every  student  is  required,  on  entering,  to  file  a  bond  in  the  sum  of 
$200,  as  security  for  the  payment  of  bills.  If,  for  any  reason,  such  a 
bond  cannot  be  obtained,  a  deposit  of  fifty  dollars,  as  security,  is 
accepted. 

The  tuition  fee  for  regular  students  is  $200  per  year. 

To  be  admitted  to  a  more  advanced  class  the  applicant  must  be  of 
correspondingly  increased  age  and  must  in  general  pass  satisfactorily 
the  examination  for  admission  to  the  first  year's  class,  and -examina- 
tions on  all  of  the  subjects  given  in  the  early  years  of  the  course 
which  he  desires  to  enter. 

Graduates  of  colleges  are  admitted  to  the  institute  without  exami- 
nation, and  are  permitted  to  enter  any  of  the  courses  at  such  a 
point  as  their  previous  range  of  studies  allows. 

Within  each  of  the  regular  courses  the  student  is  given  a  consid- 
able  latitude  of  choice  in  the  selection  of  the  branch  of  his  intended 
profession  to  which  he  will  specially  devote  his  energies 'in  the  later 
years  of  his  study.  This  is  accomplished  by  means  of  lines  of  options. 
Thus  in  civil  engineering,  he  may  elect  either  sanitary  engineering, 
railroad  engineering  and  management,  or  geodesy;  in  mechanical 
engineering,  he  may  choose  either  marine  engineering,  locomotive 
construction,  or  mill  engineering;  and  similarly  for  other  courses. 

The  course  in  mechanical  engineering  aims  to  equip  the  student 
with  such  training  in  pure  and  applied  mathematics  as  shall  qualify 
him  to  deal  with  the  engineering  problems  of  his  profession  from  the 
most  favorable  standpoint.  It  attempts  by  instruction,  both  theoretical 
and  practical,  to  acquaint  him  with  engineering  practice,  and  to  give 
him  a  proper  groundwork  upon  which  to  base  a  professional  career. 
The  more  strictly  professional  work  of  the  course  may  be  classified  as 
follows  : 

1.  Mathematics,  physics  and  applied  mechanics,  given  outside  the 
department ;  the  last  including  the  study  of  and  practice  in  testing 
the  strength  of  materials. 

2.  Recitation-room  work  of  the  department  proper,  beginning  with 


138 


REPORT  OF  THE 


a  study  of  the  principles  of  mechanism,  the  construction  of  gear-teeth, 
etc.,  and  continued  by  courses  on  machine  tools  and  cotton  machinery. 
Courses  are  given  on  the  slide-valve  and  link,  thermo-dynamics,  theory 
of  the  steam  engine,  and  on  steam  boilers.  The  fourth  year  instruction 
includes  such  mechanical  engineering  subjects  as  dynamometers, 
governors,  fly-wheels,  springs,  effects  of  reciprocating  parts  of  engines, 
injectors,  steam-pumps,  cylinder  condensation,  hydraulics  and  hy- 
draulic motors,  etc.  Adoption  is  given  among  courses  on  marine 
engineering,  locomotive  construction  and  mill  engineering. 

3.  Drawing-room  work.     The  students  in  the  second  year  make 
working-drawings  from  measurements,  and  the  drawings  necessary  in 
connection  with  the  course  in  mechanism  and  gear  construction.     In 
the  third  year  they  make  detail  and  assembly  drawings  from  machinery, 
and  this  is  followed  by  mechanism  designs  and  boiler  drawings.     In 
the  fourth  year  a  course  in  machine  designs  is  given. 

4.  Shop  work,  including  carpentry,  patternmaking,  forging,  chipping, 
filing  and  machine-tool  work. 

5.  Mechanical  engineering  laboratory  work.     This  begins  with  drill 
in  steam  engine  tests  in  the  second  term  of  the  third  year,  and  is  con- 
tinued throughout  the  fourth  year,  including  tests  of  boilers,  pumps, 
power,  etc.,  and  a  large  amount  of  investigation. 

The  course  in  detail  is  as  follows  : 

FIRST  YEAR. 

[Same  tor  all  courses,  as  given  above.  ] 
SECOND  YEAR. 


FIRST   TERM. 

Principles  of  Mechanism. 
Construction  of  Gear  Teeth. 
Drawing. 

Carpentry    and    Wood    Turning    (shop- 
work). 

Analytic  Geometry. 
Descriptive  Geometry. 
Physics. 

Political  Economy. 
German. 


SECOND   TERM. 

Mechanism  of  Mill  Machinery. 

Mechanism  of  Shop  Machinery. 

Drawing. 

Pattern  Work  (shopwork). 

Differential  Calculus. 

Physics. 

English  Prose. 

German. 


THIRD  YEAR. 


FIRST   TERM. 


Slide  Valve.     Link  Motion. 

Thermo-dynamics. 

Steam  Engineering. 

Drawing,  Design  and  Surveying. 

Forging  (shopwork). 

Integral  Calculus. 

General  Statics. 

Physics  :  Lectures  and  Laboratory. 

German. 


SECOND   TERM. 


Steam  Engineering. 
Drawing,  Design  and  Surveying. 
Mechanical  Engineering  Laboratory. 
Forging,    Chipping    and    Filing    (shop- 
work). 

Kinematics  and  Dynamics. 
Strength  of  Materials. 
Physical  Laboratory. 
European  History. 
German. 


INDUSTRIAL  EDUCATION  COMMISSION.  139 


FOUKTH  YEAR. 


FIRST    TERM. 


Mechanical  Engineering. 

Hydraulics. 

Machine  Design. 

Mechanical  Engineering  Laboratory. 

Engine  Lathe  Work  (shopwork). 

Strength  of  Materials. 

Metallurgy. 

Heating  and  Ventilation. 

Options. 

1.  Marine  Engineering. 

2.  Locomotive  Construction. 


SECOND   TERM. 


Hydraulic  Engineering. 
Mechanical  Engineering  Laboratory. 
Engine  Lathe  Work  (shopwork). 
Strength  and  Stability  of  Structures. 
Theory  of  Elasticity. 
Constitutional  History. 
Thesis  Work.  * 

Options. 

1.  Marine  Engineering. 

2.  Locomotive  Construction. 

3.  Mill  Engineering. 


3.  Mill  Engineering. 

The  instruction  in  theoretical  and  applied  mechanics  begins  with  the 
study  of  the  composition  and  resolution  of  the  forces,  the  general  laws  of 
kinematics  and  dynamics,  mathematically  discussed,  the  principles 
governing  the  determination  of  the  stresses  in  the  different  members 
of  trusses,  center  of  gravity,  moment  of  inertia  and  the  ordinary  prin- 
ciples of  the  strength  of  materials. 

The  more  advanced  part  of  this  instruction  embraces  the  completion 
of  the  study  of  strength  of  materials,  including  laboratory  work,  theory 
of  elasticity,  main  principles  of  the  stability  of  arches  and  domes  and 
special  study  of  dynamics. 

The  methods  of  the  differential  and  integral  calculus  are  freely  used 
whenever  they  are  the  most  convenient. 

The  object  of  the  laboratory  of  applied  mechanics  is  to  give  to  the 
students,  as  far  as  possible,  the  opportunity  of  becoming  familiar,  by 
ac.ual  test,  with  the  strength  and  elastic  properties  of  the  materials 
used  in  construction. 

It  is  furnished  with  the  following  apparatus  : 

1.  An  Olsen  testing  machine  of  fifty  thousand  pounds  capacity,  capable  of  deter- 
mining the  tensile  strength  and  elasticity  of  specimens  not  more  than  two  feet  long, 
and  the  compressive  strength  of  short  specimens. 

2.  A  testing  machine  of  fifty  thousand  pounds  capacity,  capable  of  determining 
the  transverse  strength  and  stiffness  of  beams  up  to  twenty-five  feet  in  length,  as 
well  as  many  of  the  framing  joints  used  in  practice. 

3.  Machinery  capable  of  determining  the  strength,  twist  and  deflection  of  shafting 
when  subjected  to  such  combinations  of  torsional  and  transverse  loads  as  occur  in 
practice,  and  while  running. 

4.  Machinery  for  making  time-tests  of  the  transverse  strength  and  deflection  of  full 
size  beams. 

5.  A  machine  for  testing  the  tensile  strength  of  mortars  and  cements. 

6.  Apparatus  for  testing  the  strength  of  ropes. 

7.  The  accessory  apparatus  needed  for  measuring  stretch,  deflection  and  twist. 

The  classes  are  divided  into  small  sections  when  making  tests  with 
the  machines. 

All  the  experiments  are  so  chosen  as  to  make  the  student  better 
acquainted  with  the  resisting  properties  of  materials,  many  of  them 
forming  part  of  some  original  research.  Those  on  transverse  strength 


140  KEPOKT  OF  THE 

and  stiffness  have  also  determined  certain  constants  for  use  in  con- 
struction which  had  not  previously  been  determined  from  tests  on  full 
size  pieces. 

The  instruction  in  mechanical  engineering  is  given  by  means  of  lec- 
tures and  recitations  and  by  practice  in  the  drawing  rooms  and  in  the 
mechanical  engineering  laboratory.  Frequent  visits,  also,  are  made 
to  machine  shops  and'  manufacturing  establishments  to  witness  ma- 
chinery in  operation  and  manufacturing  processes,  in  addition  to  those 
which  can  be  seen  at  the  institute  itself. 

The  laboratory  work,  in  its  earlier  portions,  is  devoted  to  some  of 
the  more  simple  experiments,  such  as  will  impart  to  the  students  a 
familiarity  with  the  manner  of  running  the  engines,  taking  indicator 
cards,  and  using  the  other  apparatus  in  the  laboratory.  The  later  lab- 
oratory work  takes  very  largely  the  form  of  original  research,  and  it 
is  intended  that  the  students  of  this  laboratory  shall,  under  suitable 
direction,  undertake  the  experimental  investigation  of  a  number  of 
important  engineering  problems. 

A  large  amount  of  drawing  is  done  by  the  students  throughout  their 
course  in  connection  with  their  regular  work,  drawing  for  mere  prac- 
tice ceasing  at  the  end  of  the  first  year.  A  style  is  adopted  that  is  be- 
lieved to  be  a  good  one,  and  it  is  adhered  to  throughout,  and  early  in 
their  course  the  students  are  taught  to  use  the  kl>  Blue  process." 

Besides  the  teaching  done  by  the  regular  corps  of  instructors,  lec- 
tures on  special  subjects  are  given  by  gentlemen  actively  engaged  in 
the  profession. 

The  objects  to  be  accomplished  by  the  laboratory  of  mechanical  en- 
gineering are  the  following : 

1.  To  give  to  the  students  practice  in  such  experimental  work  as 
they  are  liable  to  be  called  upon  to  perform  in  the  practice  of  their 
profession,  as  boiler  and  engine  tests,  pump  tests,  calorimetric  work, 
measurement  of  power,  etc. 

2.  To  give  to  the  students  practice  in  carrying  on  original  investi- 
gations in  mechanical  engineering  subjects  with  such  care  and  accu- 
racy as  to  render  the  results  of  real  value  to  the  engineering  commu- 
nity. 

3.  By  publishing,  from  time  to  time,  the  results  of  such  investiga- 
tions, to  add  gradually  to  the  common  stock  of  knowledge. 

The  laboratory  contains,  as  a  portion  of  its  equipments  : 

1.  An  eighty-horse  power  Porter-Allen  engine,  by  which  power  is  also  furnished 
to  the  new  building  and  to  the  mining  department. 

2.  A  sixteen-horse-power  Harris-Corless  engine,  nsed  almost  entirely  for  expeii- 
mental  purposes.    This  is  furnished,  in  addition  to  its  own  automatic  cut-off  gover- 
nor, with  a  throttle  governor,  so  arranged  that  either  can  be  used  ;  the  former  being, 
in  addition,  so  constructed  that  the  speed  of  the  engine  can  be  varied  at  will. 

The  exhaust  of  each  engine  is  connected  with  a  surface  condenser,  and  thence 
with  a  tank  on  scales,  so  that  the  water  passing  through  the  engines  can  be  weighed. 

3.  An  eight-horse-power  steam  engine  used  ibr  giving  instruction  in  valve-setting, 
etc. 


INDUSTRIAL  EDUCATION  COMMISSION.  141 

4.  Three  surface  condensers,  one  of  which  is  arranged  in  sections,  so  that  the  con- 
densing water  can  be  made  to  transverse  the  length  of  the  condenser,  once,  twice,  or 
three  times,  at  the  option  of  the  experimenter. 

5.  Machinery  for  determining  the  tension  required  in  a  belt  or  rope  to  enable  it  to 
carry  a  given  power,  at  a  given  speed,  with  no  more  than  a  given  amount  of  slip. 

6.  Several  friction  brakes. 

7.  A  steam  pump  so  arranged  as  to  enable  the  students  to  make  pump  tests,  indi- 
cating both  the  steam  and  the  water  cylinder,  weighing  the  exhaust  steam,  and  alt-o 
the  water  pumped. 

8.  A  six-inch  Swain  turbine-wheel,  so  arranged  that  it  can  be  run  under  a  head  of 
fifteen  feet,  and  that  experiments  can  be  made  on  the  power  exerted,  the   efficiency, 
etc.,  under  different  gates. 

9.  Several  calorimeters  of  different  kinds, 

10.  Two  transmission  dynamometers. 

11.  Cotton  machinery  as  follows,  viz  :  two  cards,  drawing  frame, 
frame,  a  ring-frame,  and  a  mule. 

12.  Apparatus  for  testing  injectors. 

13.  A  mercurial  pressure  column. 

14.  A  mercurial  vacuum  column. 

15.  Apparatus  for  determining  the  quantity  of  steam  issuing  from  a  given  oi 
or  through  a  short  tube,  under  a  given  difference  of  pressure. 

16.  Apparatus  for  testing  dynamometers. 

17.  A  good  supply  of  indicators,  planimeters,  gauges,  thermometers,  and  ane- 
mometers and  assessory  apparatus. 

18.  Two  horizontal  tubular  boilers  and  a  large  Babcock  &  Wilcox  boiler. 

Another  boiler,  a  forty  horse-power  Brown  engine,  a  number  of 
looms  and  other  apparatus  in  the  mechanical  laboratories  on  Garrison 
street,  are  available  for  the  purpose  of  experiment. 

As  examples  of  the  work  done  in  the  laboratory,  the  following  ex- 
periments are  enumerated:  Tests  of  the  evaporative  powers  of  boil- 
ers ;  tests  of  the  effects  of  different  cut-off,  compression,  back  pres- 
sure, speed,  etc.,  of  engines  under  constant  or  variable  loads ;  calori- 
metric  tests;  dynametric  measurements;  investigations  of  the  ten- 
sion required  in  a  belt  to  carry  a  given  power,  at  a  given  speed,  with 
no  more  than  a  given  amount  of  slip;  experiments  on  the  efficiency 
of  condensers  under  different  conditions ;  on  the  efficiency  of  a  tur- 
bine, etc. 

The  instruction  in  shopwork. — Practical  instruction  in  the  nature 
of  the  materials  of  construction,  and  the  typical  operations  concerned 
in  the  arts,  is  considered  a  very  valuable  adjunct  to  the  theoretical 
treatment  of  professional  subjects.  Mechanical  laboratories  have 
been  provided,  and  furnished  with  the  more  important  hand  and  ma- 
chine tools,  so  that  the  student  may  acquire  a  direct  knowledge  of  the 
nature  of  metals  and  woods,  some  manual  skill  in  the  use  of  tools,  and 
a  thorough  knowledge  of  what  can  be  accomplished  with  them.  These 
laboratories  are  now  located  in  the  building  on  Garrison  street,  and 
are  equipped  as  follows : — 

The  carpenter,  wood-turning,  and  patternmaking  departments  contain  40  carpen- 
ters' benches,  2  circular-saw  benches,  a  swing-saw,  2  jig-saws,  a  buzz-planer,  a  mor- 
tising machine,  36  wood  lathes,  a  large  patternmakers' s  lathe,  and  36  pattermakers' 
benches.  The  foundry  contains  a  cupola  furnace  for  melting  iron,  2  brass  furnaces 
and  32  moulders'  benches.  The  forge  shop  contains  32  forges,  7  blacksmiths'  vises 


142  REPORT  OF  THE 

and  1  blacksmith's  hand  drill.  The  machine-shop  contains  23  engine  lathes  and  14 
hand  lathes  of  recent  approved  patterns,  2  machine  drills,  2  planers,  a  shaping  ma- 
chine, a  universal  milling-machine,  a  grinding  lathe,  and  33  vise-benches  arranged 
for  instruction  in  vise-work. 

3.  Cambridge  Manual  Training  School. 

The  experiment  of  giving  instruction  in  manual  training  to  the 
pupils  of  the  public  school  has  been  tried  in  a  limited  way  for  the 
past  four  years.  Annually  seven  classes  of  twelve  pupils  each,  selected 
from  the  seven  grammar  schools,  have  received  elementary  instruc- 
tion in  carpentry. 

"Undoubtedly  there  is  no  school  question  more  prominently  be- 
fore the  community  at  the  present  time  than  that  of  making  manual 
training  a  branch  of  instruction  in  the  common  schools;  and  in 
Cambridge  this  question  has  assumed  special  importance  since  Mr. 
Frederick  H.  Rindge  made  to  the  city  his  generous  offer  of  an 
industrial  school  building  ready  for  use,  together  with  a  site  for  the 
same. 

"  The  object  and  aim  of  the  school  as  proposed  by  him  are  best  made 
known  in  his  own  words.  He  says :  '  I  wish  the  plain  arts  of  industry 
to  be  taught  in  this  school.  I  wish  the  school  to  be  especially  for  boys 
of  average  talents,  who  may  in  it  learn  how  their  arms  and  hands  can 
earn  food,  clothing  and  shelter  for  themselves;  how,  after  a  while, 
they  can  support  a  family  and  a  home;  and  how  the  price  of  these 
blessings  is  faithful  industry,  no  bad  habits,  and  wise  economy,  which 
price,  by  the  way,  is  not  dear.  I  wish  also  that  in  it  they  may  be- 
come accustomed  to  being  under  authority,  and  be  now  and  then  in- 
structed in  the  laws  that  govern  health  and  nobility  of  character.  I 
urge  that  admittance  to  said  school  be  given  only  to  strong  boys  who 
will  grow  up  to  be  able  workingmen. 

"  Strict  obedience  to  such  a  rule  would  tend  to  make  parents  care- 
ful in  the  training  of  their  young,  as  they  would  know  that  their  boys 
would  be  deprived  of  the  benefit  of  said  school  unless  they  were  able- 
bodied.  I  think  the  industrial  school  would  thus  graduate  many 
young  men  who  would  prove  themselves  useful  citizens.' 

"It  becomes  the  duty  and  privilege  of  the  school  committee  to  co- 
operate in  carrying  out  his  plans  so  far  as  ihe  industrial  school  is  to  be 
brought  into  connection  with  the  public  school  system.  For  this  pur- 
pose the  committee  has  sought  information  in  regard  to  the  oganiza- 
tion  and  work  of  the  industrial  schools  of  our  country,  and  more  es- 
pecially in  regard  to  the  work  of  manual  training  as  connected  with 
the  public  schools." 

4.  Springfield  Manual  Training  School. 

"The  experience  of  Springfield  is  a  fairly  typical  one,  and  it  will  be 
found  to  give  an  answer  to  the  many  questions  which  are  continually 
asked,  such  as,  how  much  will  a  wood-working  department  cost? 


INDUSTRIAL  EDUCATION  COMMISSION.  143 

what  pupils  should  attend  ?  and,  will  it  interfere  with  the  children's 
other  studies  ? 

"  It  has  been  and  will  continue  to  be  the  aim  of  the  committee  to 
bring  the  course  of  study  in  the  schools  into  harmony  with  the  best 
and  most  practical  educational  methods  known  in  order  that  the 
analytical,  reasoning  and  constructive  powers  of  the  scholars  may  be 
developed,  that  they  may  become  familiar  with  practical  things,  and 
leave  school,  when  circumstances  compel  them  to  join  the  great  army 
of  workers,  equipped  with  knowledge,  so  far  as  it  goes,  that  will  be 
useful  to  them  in  whatever  honest  occupation  they  may  follow.  As 
nearly  ninety-five  per  cent,  of  the  scholars  who  go  out  from  the 
schools  will  from  necessity  become  engaged  in  some  kind  of  manual 
labor,  it  is  important  that  manual  training  should  have  an  established 
place  in  our  school  system,  not  for  the  exclusive  benefit  of  those  who 
are  destined  to  lives  of  toil,  but  also  for  those  who  may  be  called  to 
enter  the  learned  professions.  It  has  been  truly  said  that  kmannal 
training  is  essential  to  the  right  and  full  development  of  the  human 
mind ; '  therefore,  the  young  man  or  woman  who  encounters  the  world 
with  only  the  mind  trained  is  not  fully  equipped  to  commence  either 
a  mechanical,  scientific,  business  or  professional  career.  Impressed 
with  the  importance  of  these  truths,  the  committee  has  taken  steps 
in  a  modest  way  to  introduce  into  the  schools  manual  in  connection 
with  mental  training. 

k'To  establish  a  school  for  manual  training  required  a  special  appro- 
priation from  the  city  government,  as  the  public  statutes  do  not  allow 
industrial  schools  to  be  maintained  from  money  appropriated  for  gen- 
eral school  expenses.  The  committee  considered  it  their  duty  to 
make  a  beginning  in  this  direction,  and  on  March  1st  petitioned  the 
city  government  to  appropriate  one  thousand  dollars  to  equip  an  ex- 
perimental industrial  school  and  employ  a  competent  teacher  to  con- 
duct it.  The  appropriation  was  promptly  made,  the  basement  of  the 
high  school  building  was  selected  as  the  most  suitable  place  at  the 
command  of  the  committee,  and  an  instructor  was  engaged.  Attend- 
ance at  the  manual  training  school  could  not,  under  the  law,  be  made 
compulsory,  and  volunteers  were  called  for  from  the  freshman  class 
of  the  high  school,  and  the  eighth  and  ninth  grades  of  the  grammar 
schools;  that  the  boys  should  not  be  less  than  thirteen  years  of  age 
was  the  only  condition  of  admission. 

u  Eighty-four  bovs  manifested  their  desire  to  be  enrolled  for  the 
term  beginning  in  September,  and  eighteen  of  them  expressing  a  wish 
to  receive  instruction  during  a  summer  vacation,  were  formed  into 
two  classes,  and  three  lessons  a  week  for  four  weeks  were  arranged. 
Thirteen  benches  designed  for  wood  working  were  obtained  and 
equipped  with  suitable  tools  for  the  class  of  work  to  be  taught ;  three 
large  cupboards,  each  containing  thirty-two  compartments,  were  pro- 
vided for  the  convenience  of  the  pupils.  The  school  opened  on  July 


144  REPORT  OF  THE 

12th  with  the  two  vacation  classes,  which  by  this  time  had  received 
recruits,  increasing  the  number  to  twenty-two  scholars.  The  fall  term 
opened  with  an  enrolment  of  ninety-one  scholars,  which  number  soon 
increased  to  ninety- six,  and  these  were  divided  into  eight  classes  of 
twelve  scholars  each.  It  was  arranged  that  each  class  should  receive 
one  lesson  a  week  of  one  and  one-half  hours'  duration,  and  the  in- 
structor was  employed  to  devote  three  days  a  week  to  the  school,  as 
the  amount  of  the  appropriation  did  not  warrant  the  committee  in 
engaging  his  full  services.  The  course  of  instruction  arranged  con- 
sisted of  fifteen  lessons,  divided  into  forty-five  problems,  covering 
the  use  of  the  hammer,  nail  driving,  measurement,  use  of  the  try- 
square,  gauging,  sawing  to  line,  cutting  to  length,  cutting  to  width, 
shelf  making,  box  making,  use  of  dividers,  boring,  use  of  brad  awl, 
use  of  chisel,  examples  in  construction,  and  the  general  use  of  car- 
penter's tools,  their  parts  described  and  defined,  their  adjustment  ex- 
plained, and  the  pupils  taught  to  keep  them  in  working  order.  On 
November  9th  an  additional  class  was  organized  for  Saturday  after- 
noons, consisting  of  twelve  scholars  from  private  schools. 

4kThe  Saturday  morning  class  has  among  its  members  four  of  the 
grammar  school  principals  and  the  drawing  teacher.  This  fact  is 
mentioned  to  show  the  interest  manifested  in  manual  training  by 
many  of  our  most  accomplished  instructors. 

u  The  cost  of  the  experimental  training  school,  from  its  establish- 
ment to  January  1,  is  as  follows  : 

Cost  of  equipment, $503  19 

Cost  of  material, 60  11 

Salary  of  instructor, 231  14 

Balance  of  appropriation  not  used, 205  56 


Total, $1,000  00 

u  The  remainder  of  the  appropriation  will  carry  the  school  on  the 
present  plan  until  March,  1887. 

"  In  view  of  the  encouraging  results  of  the  experiment  as  far  as  it 
has  been  carried,  the  committee  venture  to  suggest  that  the  incoming 
city  government  make  an  appropriation  of  five  thousand  dollars,  in 
order  that  the  scope  of  the  school  may  be  extended  to  include  wood 
turning  and  metal  working  in  some  of  its  simpler  branches,  and  that 
full  time  of  the  present  instructor  be  secured  for  the  work. 

'•  The  basement  of  the  high  school  is  not  a  suitable  place  for  the 
continuance  of  the  experiment,  owing  to  dampness  and  insufficient 
light ;  and  a  light,  dry,  well  ventilated  work-room,  with  the  privilege 
of  power,  will  be  required.  It  is  believed  that  five  thousand  dollars 
will  cover  the  expenses  of  the  instructor,  supply  additional  tools  and 
materials,  and  pay  the  rent  for  room  and  power.  The  tools  and  equip- 
ment now  owned  by  the  city,  and  all  that  may  be  bought  as  suggested, 
will  come  into  play  in  case  the  experiment  develops  into  a  permanent 


INDUSTRIAL  EDUCATION  COMMISSION.  145 

part  of  the  school  system.  It  is  the  testimony  of  the  principals  of 
the  high  school  and  the  grammar  schools  that  the  time  given  to  man- 
ual training  has  not  retarded  the  pupils  in  their  regular  studies. 

"  The  committee  cherish  the  hope  that  in  the  near  future  the  liberal 
citizens  of  Springfield  will  provide  for  the  use  of  the  city,  under 
proper  regulations,  suitable  buildings  in  which  at  least  one  hundred 
pupils  can  receive  simultaneous  mental  and  manual  training.  The 
cost  of  such  buildings,  exclusive  of  land,  fully  equipped  with  all  the 
appliances  for  instruction  in  wood  and  metal  working,  need  not  ex- 
ceed forty  thousand  dollars.  Pupils  for  such  a  school  should  not  be 
less  than  thirteen  years  of  age,  selected  for  merit  after  passing  grade 
eight  in  the  grammar  schools,  or  with  the  same  requirements  if  taken 
from  parochial  or  private  schools.  They  should  be  given  a  three  years' 
course  in  manual  training  in  connection  with  regular  studies,  consist- 
ing of  mathematics,  drawing,  the  sciences,  and  the  English  branches 
of  the  high  school  course.  The  manual  training  department  should 
include  instruction  in  carpentry,  patternmaking,  wood-turning,  fil- 
ing, forging,  brazing,  soldering  and  the  use  of  machine  shop  tools.  The 
time  of  the  pupils  should  be  equally  divided  between  mental  and 
manual  exercises.  It  is  a  remarkable  fact,  established  by  experience 
in  manual  training  schools,  that  scholars  who  devote  half  of  their 
study  hours  to  manual  exercises  make  equal  progress  in  mencal  work 
with  those  who  give  all  their  study  hours  to  it.  The  cost  of  maintain- 
ing a  school  of  this  general  character  would  not  greatly  exceed  the 
cost  of  high  school  instruction,  which  in  this  city  was  thirty-six  dol- 
lars per  capita  for  the  year  1886.  Fifty  dollars  per  capita  ought  to 
pay  the  expenses  of  maintaining  a  manual  training  school  of  one 
hundred  pupils. 

"  The  object  in  establishing  such  a  school  is  not  to  train  appren- 
tices and  teach  trades,  but  to  drill  pupils  in  the  fundamental  mechan- 
ical principles  that  are  the  basis  of  all  trades,  and  "  to  foster  a  higher 
appreciation  of  the.  value  and  dignity  of  intelligent  labor,  and  the 
worth  and  respectability  of  laboring  men.  Its  graduates  will  be- 
come intelligent  workingmen,  producers  of  wealth,  developers  of  the 
inexhaustible  resources  of  our  country,  and  the  promoters  and  de- 
fenders of  that  peculiarly  American  civilization  which  is  destined,  in 
God's  providence,  to  lead  the  world  in  every  art  and  industry." 

The  course  of  study  and  shop-work  is  as  follows : 

SENIOR  GRAMMAR  SCHOOL  YEAR. 

Elementary  course  in  the  use  of  wood-working  tools.  Tools  described  and  adjust- 
ment of  parts  explained.  Rules  ol  mechanics. 

FIRST  HIGH  SCHOOL  YEAR. 

Fall  Term. 

Academic  /Studies — Algebra  ;  Physiology,  followed  by  Physics  ;  English  Language. 
Shop  Work — Joint  Making,  Sand-papering,  Staining  and  Varnishing,  Grinding  and 

Honing  Tools.  Lectures  on  Grain  of  Wood. 
Draiving — Shop  Drawings,  Principles  of  Projection,  Use  of  Instruments. 

10  ED.  COM. 


146  REPORT  OF  THE 

Winter  Term. 

Academic  Studies.— Algebra,  Physics,  English  Language. 
Shop  Wor k.—  Wood-Turning,  Scraping,  Polishing ;  Lectures  on  Kinds  of  Wood  and 

their  Uses. 

Drawing.—  Shop  Drawings,  Pen  Lining,  Lettering,  Simple  Objects  Measured  and 
Drawn  to  Scale,  Perspective  Drawing  from  Models  and  Objects. 

Spring  Term. 

Academic  Studies. — Algebra,  Physics,  English  Language. 
Shop  Work. — Carving,  Saw-Filing. 

Drawing.—  Shop  Drawings  ;  Instrumental  Drawings  of  Details  and  the  Whole  of 
Simple  Machines  from  Figured  Free-hand  Sketches ;  Outdoor  Sketch- 
ing. 

SECOND  HIGH  SCHOOL  YEAR. 

Fall  Term. 
Academic  Studies. — Geometry,  General  History,  Zoology,  fourteen  weeks,  followed 

by  Physical  Geography. 

Shop  Work. — Forging,  Welding,  Tempering. 

Drawing. — Shop  drawing,  Geometric  Problems,  Orthographic  Projection,  Perspec- 
tive Drawing,  Study  of  Light  and  Shade. 

Winter  Term. 
Academic  Studies. — Geometry,  General  History,  Physical  Geography,  twelve  weeks, 

followed  by  Botany. 
Shop  Work.— Soldering,  Brazing,  Pattern  Making,  Lectures  on  kinds  of  metal  and 

their  Uses. 

Drawing. — Pattern   Drawing,   Isometric  Projections,  Flat    Tinting,   Architectural 
.  Drawing,  Historic  Ornament. 

Spring  Term,. 

Academic  Studies. — Civil  Government,  Elementary  Chemistry,  Botany. 
Shop  Work. — Pattern  Making,  Moulding,  Casting. 

Drawing. — Pattern  Drawing,  Architectural  Drawing,  Outdoor  Sketching,  Architec- 
tural Details. 

THIRD  HIGH  SCHOOL  YEAR. 

Fall  Term. 
Academic  Studies.— Rhetoric  and  English  Literature,  Higher  Algebra,  Chemistry, 

French  or  German. 

Shop  Work  —Chipping  and  Filing  Metals. 
Drawing. — Line  and  Brush  Shading,  Pea  and  Ink  Sketching,  Shop  Drawings. 

Winter  Term. 
Academic  Studies.—  Rhetoric  and  English  Literature,  Algebra  completed,  Higher 

Geometry  begun,  Arithmetic  reviewed,  French  or  German. 
Shop  Wor  k.—  Turning,  Planing  and  Drilling  Metals  ;  Study  of  Machinery. 
Drawing.— Commence  Finished  Drawings  of  Structure  or  Working  Machine,  with 
Full  Details. 

Spring  Term. 

Academic  Studies. — American  and  English  Literature,  Higher  Geometry,  Geology, 

French  or  German. 
Shop  Work. — Machine  Construction. 
Drawing. — Complete  Drawings  of  Winter  Term. 

5.  Worcester  Polytechnic  Institute. 

The  Worcester  County  Free  Institute  of  Industrial  Science  was 
founded  by  John  Boynton,  Esq.,  of  Templeton,  in  1865,  and  its  scope 
and  purpose  are  set  forth  in  the  following  extract  from  his  letter  of 
gift,  dated  May  1,  1865  : 


INDUSTRIAL  EDUCATION  COMMISSION.  147 

"  Being  desirous  to  devote  a  portion  of  the  property  which,  in  the 
good  providence  of  God,  has  fallen  to  my  lot  for  the  promotion  of  the 
welfare  and  happiness  of  my  fellowmen,  I  have  determined  to  set 
apart,  and  do  hereby  set  apart  and  give  the  sum  of  one  hundred 
thousand  dollars,  for  the  endowment  and  perpetual  support  of  a 
free  school  or  institute,  to  be  established  in  the  county  of  Worcester, 
for  the  benefit  of  the  youth  of  that  county. 

"  The  aim  of  this  school  shall  ever  be  the  instruction  of  youth  in 
those  branches  of  education  not  usually  taught  in  the  public  schools 
which  are  essential  and  best  adapted  to  train  the  young  for  practical 
life ;  and  especially  that  such  as  are  intending  to  be  mechanics  or 
manufactures,  or  farmers,  may  attain  an  understanding  of  the  princi- 
ples of  science  applicable  to  their  pursuits,  which  will  qualify  them  in 
the  best  manner  for  an  intelligent  and  successful  prosecution  of  their 
business  ;  and  that  such  as  intend  to  devote  themselves  to  any  of  the 
branches  of  mercantile  business,  shall  in  like  manner  be  instructed  in 
those  parts  of  learning  most  serviceable  to  them ;  and  that  such  as 
design  to  become  teachers  of  common  schools,  or  schools  of  a  like 
character  as  our  common  schools,  may  be  in  the  best  manner  fitted 
for  their  calling ;  and  the  various  schemes  of  study  and  courses  of 
instruction  shall  always  be  in  accordance  with  this  fundemental  design, 
so  as  thereby  to  meet  a  want  which  our  public  schools  have  hitherto 
but  inadequately  supplied. " 

This  general  aim  has  been  steadily  kept  in  view,  and  others,  chiefly 
residents  of  the  city  and  county,  without  whose  cooperation  the  early 
purpose  of  the  school  could  not  have  been  realized,  have  generously 
supplemented  the  original  gift,  and  have  enabled  the  school  more 
perfectly  to  fulfil  the  intent  of  its  founder. 

In  1887,  the  name  was  changed  to  the  Worcester  Polytechnic  In- 
stitute. 

It  is  authorized  to  hold  property  to  the  amount  of  $1,000,000. 

The  institute  oifers  a  good  education — based  on  the  mathematics, 
living  language,  physical  sciences  and  drawings — and  sufficient  prac- 
tical familiarity  with  some  branch  of  applied  science,  to  secure  to  its 
graduates  a  livelihood.  It  is  specially  designed  to  meet  the  wants  of 
those  who  wish  to  be  prepared  as  mechanics,  civil  engineers,  chemists, 
or  designers,  for  the  duties  of  their  respective  profession. 

The  plan  of  organization  is  in  the  main  that  of  the  polytechnic 
schools  of  Europe,  but  with  such  modifications  as  are  rendered  neces- 
sary by  differing  conditions.  Special  prominence,  however,  is  given 
to  the  element  of  practice  which  is  required  in  every  department. 

In  favor  of  this  feature  of  the  training  adopted  at  the  institute,  there 
may  be  assigned  the  following  reasons : 

1.  The  fact  that  some  of  the  most  successful  and  sagacious  manu- 
factures and  business  men,  as  well  as  many  able  educators,  continu- 
ally recur  to  the  idea  of  combining  manual  labor  with  school  instruc- 


148  EEPOBT  OF  THE 

tion,  shows  the  increaing  demand  for  a  closer  union  of  theory  and 
practice  in  technological  training. 

2.  Those  who  are  actively  engaged  in  the  practice  of  engineering, 
are  generally  agreed  that  every  young  man  training  for  an  engineer 
should  acquire  familiarity  with  the  practical  side  of  his  profession. 
The  acquirement  of  the  manual  dexterity,  conceded  by  all  to  be  de- 
sirable, may  precede,  accompany,  or  follow  the  technological  train- 
ing.    In  this  school  it  accompanies  that  training. 

3.  Most  of  the  young  men  who  have  graduated  from  the  institute 
have  readily  found  employment  in  situations  for  which  their  technical 
education  particularly  prepared  them,  and  have  proved  themselves 
well  fitted  for  their  work. 

But  while  practice  is  made  thus  prominent,  it  is  insisted  that  it 
should  spring  from  a  clear  comprehension  of  principles.  Practice  is 
not  an  end,  but  a  means  and  help  to  the  best  instruction.  With  this 
view  of  its  relation  to  theoretical  work  in  the  scho'ol  training,  the 
student's  entrance  on  the  pursuit  he  has  chosen  becomes  an  expan- 
sion of  his  course  of  study,  rather  than  an  abrupt  transition  to  a  new 
sphere  of  life. 

In  acquiring  knowledge  of  any  form  of  handicraft,,  or  of  the  prac- 
tical industries  by  which  society  is  supported  and  carried  on,  it  is  es- 
sential that  the  student  should  practice  under  conditions  as  like  as 
possible  to  those  which  he  will  meet  in  life.  The  more  his  work  is 
subjected  to  the  inexorable  tests  of  trade,  and  the  more  he  feels  the 
same  responsiblity  that  is  inevitable  in  actual  business,  the  better. 

For  the  acquisition  of  practical  familiarty  with  different  branches 
of  applied  science,  the  same  facilities  are  offered  as  in  the  best  schools 
of  technology  elsewhere — in  mechanical  engineering,  shop  practice  is 
added  to  the  course  and  incorporated  in  it. 

Practice,  in  the  school,  is  subject  to  three  conditions :  First,  it 
shall  be  a  necessary  part  of  each  week's  work;  secondly,  it  shall  be 
judiciously  distributed  and  constantly  supervised;  and  thirdly,  the 
students  shall  not  expect  or  receive  any  immediate  pecuniary  return 
for  it. 

At  the  middle  of  the  first  year  every  student  who  has  not  already 
done  so  (under  the  ad  vice  of  the  instructors)  chooses  some  department 
and  until  his  graduation,  devotes  ten  hours  a  week  and  an  additional 
month  each  year,  to  practice  in  that  department.  Sudents  who  se- 
lect chemistry  work  in  the  chemical  laboratory ;  the  civil  engineers 
at  field  work  or  problems  in  construction ;  those  who  select  drawing 
in  the  drawing  room;  and  those  who  take  physics  in  the  physical 
laboratory.  The  mechanical  engineers  practice  in  the  machine  shop 
from  the  beginning  of  the  apprentice  half  year  and  their  practice  ex- 
tends over  the  whole  course  of  three  and  a  half  years. 

The  charge  for  tuition  is  one  hundred  and  fifty  dollars  per  year,  and 
is  free  to  students  who  at  the  time  of '  admission  to  the  institute  are 


INDUSTRIAL  EDUCATION  COMMISSION.  149 

residents  of  Worcester  county.  Twenty  students  selected  by  the 
Board  of  Education,  and  who  are  residents  of  Massachusetts,  but  not 
of  Worcester  county,  may  also  receive  free  tuition. 

All  students  are  charged  an  average  of  eight  dollars  per  year — or 
three  to  five  dollars  per  half-year — for  use  of  chemicals  and  apparatus 
in  the  laboratories,  and  extra  for  breakage.  Students  of  junior  and 
middle  classes  who  practice  in  the  chemical  laboratory  are  charged 
thirty  dollars  per  year,  and  members  of  the  senior  class  forty  dollars 
per  year,  exclusive  of  breakage. 

Candidates  for  admission  to  the  junior  class  should  have  attained 
the  age  of  sixteen  years,  and  must  give  evidence  of  proficiency  in  the 
common  English  branches,  viz  :  History  of  the  United  States,  geog- 
raphy, grammar  and  arithmetic — in  French,  plane  geometry,  and 
algebra  as  far  as  quadratic  equations.  In  general,  students  at  the  end 
of  the  third  year  in  the  high  school  are  prepared  for  the  studies  of  the 
institute,  though  a  full  high  school  course  is  desirable. 

Students  can  enter  an  advanced  class  at  any  time,  but  only  after 
satisfactory  examination  in  the  studies  already  pursued  by  that  class. 

An  apprentice  class  is  received  at  the  beginning  of  the  second  half- 
year  on  the  following  conditions : 

1.  Each  applicant  shall  pass  the  requisite  examination  for  admission 
to  the  institute,  as  stated  above. 

2.  The  class  will  spend  thirty-nine  hours  a  week  in  the  shop,  six  in 
free-hand  drawing  and  five  in  recitation,  till  July  1.     The  shop  work 
will  be  in  the  wood  room. 

3.  In  August,  following  their  admission,  the  members  of  this  class 
who  pass  the  examination  in  June  will  join  the  regular  junior  class, 
and  proceed  with  the  course  of  study  as  it  is  laid  down  in  the  cata- 
logue 

4.  Any  student  is  liable  to  be  dismissed  from  this  class  who  does 
not,  during  the  preparatory  half-year,  evince  a  decided  aptness  for 
mechanics. 

All  beginners  in  mechanics  must  enter  the  apprentice  class. 

The  capacity  of  the  wood  room  limits  the  number  in  this  class  to 
thirty  two. 

The  training  of  students  preparing  for  mechanical  engineers  occu- 
pies three  and  one- half  years  ;  that  of  all  others  three  years  of  forty- 
two  weeks  each.  There  are,  therefore,  four  classes',  viz  :  Apprentice, 
Junior,  Middle  and  Senior.  Every  student  must  belong  to  one  of 
these  classes,  the  capacity  of  the  institute  not  permitting  admission  to 
special  or  partial  courses. 

Certain  studies  are  common  to  all  departments,  for  it  is  the  aim 
of  the  school  to  give  as  complete  a  general  education  as  possible,  as 
well  as  to  point  out  the  true  relation  of  theory  and  practice. 

Instruction  is  given  "by  recitations,  lectures  and  practice,  which  to- 
gether constitute  a  symmetrical  course  of  study.  The  course  closes 


150  REPORT  OF  THE 

with  the  preparation,  by  each  student,  of  a  thesis  or  report.  Members 
of  the  apprentice  class,  who  appear  in  the  junior  class,  are  excused 
from  free  hand  drawing  for  the  first  half-year,  and  during  senior  year 
the  courses  for  the  different  departments  vary,  but  otherwise  all 
students  attend  the  recitations  and  lectures  appointed  for  their  re- 
spective classes.  But  the  exercises  in  practice  are  widely  different. 

Lectures  are  given  by  all  the  professors  on  topics  suggested  by  their 
work,  as  occasion  may  demand,  and  in  some  departments  this  form  of 
instruction  is,  of  necessity,  chiefly  employed.  Students  are,  in  all 
cases,  required  to  take  notes  and  to  sustain  examination  on  the  lec- 
tures 

Courses  of  study  and  practice  are  offered  in  : 

1.  Mechanical  engineering, 

2.  Civil  engineering. 

3.  Chemistry. 

4.  Drawing. 
6.  Physics. 

At  the  middle  of  the  junior  year,  each  student  except  those  in  the 
course  of  mechanical  engineering,  chooses  a  department  under  the 
advice  of  the  instructors,  and  from  this  time  to  the  end  of  the  course 
devotes  to  it  his  practice  time. 

Mechanical  practice  begins  in  the  January  preceding  the  junior 
year,  according  to  the  plan  for  the  apprentice  class.  Practice  in  all 
departments  continues  to  the  end  of  the  course. 

Thesis. — Each  student  before  graduating  is  required  to  prepare  and 
submit  to  the  faculty  a  satisfactory  report  of  thesis  on  some  subject 
connected  with  his  special  department. 

Recitation  and  practice  are  assigned  to  the  classes  according  to  the 
following  scheme,  the  figures  indicating  the  hours  per  week : 

FIRST  HALF  YEAR. 

Seniors. — Theoretical  Mechanics  or  Organic  Chemistry,  5.  English,  5.  Chemistry, 
2.  Physics,  4.  Mechanical  Drawing,  6.  Practice,  10. 

Middlers.— Analytical  Geometry,  4.  Descriptive  Geometry,  3.  Physics,  1.  Ger- 
man, 4.  Chemistry,  2.  Free  Drawing,  2.  Mechanical  Drawing,  6.  Practice,  10. 

Juniors. — Algebra,  3.  Geometry,  3.  German,  4.  Chemistry,  2.  Physics,  2.  Free 
Drawing,  6. 

SECOND  HALF  YEAR. 

Seniors. — Applied  Mechanics  or  Organic  Chemisty,  5.  English,  5.  Thermo-dy- 
namics  or  Gas  Analysis,  2.  Geology,  1.  Mechanical  Drawing,  6.  Practice,  10. 

Middlers.— Calculus,  6.  German,  4.  Physics,  3.  Free  Drawing,  2.  Mechanical 
Drawing,  6.  Chemistry,  3.  Practice,  10. 

Juniors.—  Trigonometry,  2.  Algebra,  1.  Analytical  Geometry,  1.  German,  4. 
Solid  Geometry,  2.  Chemistry,  4.  Physics,  2|.  Free  Drawing,  6,  Practice,  10. 

Apprentices.—  English  or  French,  5.     Free  Drawing,  6.     Practice,  39. 

Great  importance  is  attached  to  the  study  of  language  for  its  intrinsic 
worth  and  the  auxiliary  advantage  it  gives  in  the  pursuit  of  all  other 


INDUSTRIAL  EDUCATION  COMMISSION.  151 

branches.  Throughout  the  course  careful  attention  is  given  to  the 
structure  of  language,  as  well  as  to  its  obvious  concrete  forms. 

All  students  pursue  the  study  of  German  two  years. 

In  connection  with  the  recitations  in  German,  and  in  all  exercises 
special  care  is  bestowed  upon  the  study  of  the  English  language,  and 
constant  practice  in  writing  it  is  insisted  upon. 

In  senior  year,  by  means  of  lectures  by  the  professor,  and  debates, 
oral  reports,  readings,  essays,  etc.,  by  the  students,  an  attempt  is  made 
to  cultivate  a  critical  taste  for  literature  and  some  familiarity  with 
the  best  models,  so  as  to  lay  a  foundation  for  a  good  style  oi  English 
composition.  Also,  the  principles  of  civil  government  and  political 
economy  are  made  sujects  of  study  during  a  part  of  this  year. 

All  students  are  taught  free-hand  drawing.  This  embraces  care- 
fully planned  exercises  in  outline  drawing,  shading  and  coloring  from 
models  and  casts,  special  attention  being  given  to  drawing  from  work- 
ing models,  and  to  sketching  directly  from  nature.  This  course  is  of 
great  value  in  all  departments  of  applied  science. 

In  the  mechanical  drawing  room  instruction  is  given  in  the  use  of 
instruments,  shading  and  coloring,  plane  and  isometic  projections, 
and  theory  of  shades,  shadows  and  perspective ;  also,  in  making  de- 
tailed and  finished  working  drawings  of  machines  from  specific  data, 
including  the  drawings  used  in  the  construction  of  the  machine  or 
motor  built  in  the  Washburn  machine  shop  by  the  senior  class.  All 
drawing  is  done  under  the  eye  of  the  instructor. 

Students  who  evince  marked  aptitude  for  drawing  are  admitted  to 
practice  in  this  department. 

A  course  of  lessons  is  devised  for  each  student  in  practice,  prepara- 
tory to  designing  for  textile  fabrics,  lithographing,  etc.  Students  en- 
joy access  to  collections  of  illustrations  and  examples.  Students  who 
practice  in  drawing  join  the  civil  engineers  in  the  study  of  Rtereotomy. 

The  course  in  drawing  is  the  best  preparation  for  the  business  of  a 
designer,  whether  for  prints,  fresco  and  ornamental  painting,  or  any 
other  similar  art. 

The  course  in  mechanical  engineering  includes  instruction  in  theo- 
retical and  applied  mechanics,  thermo-dynamics  and  practice. 

In  theoretical  mechanics,  the  principles  of  statics  and  dynamics  are 
taught  and  illustrated  in  the  solution  of  a  wide  range  of  problems,  in- 
cluding in  statics  the  combination  of  the  simple  mechanical  powers, 
the  determination  of  center  of  gravity  of  surfaces  and  solids,  the  ef- 
fect of  friction,  the  pressure  of  liquids,  and  center  of  pressure  of  im- 
mersed surfaces ;  and  in  dynamics,  relations  of  time,  space  and  velocity 
in  uniformly  accelerated  motion,  the  altitude,  range  and  time  of  flight 
of  projectiles,  the  impact  or  collision  of  bodies,  the  constrained  motion 
of  bodies,  including  the  pendulum,  the  moment  of  inertia  of  surfaces 
and  solids,  the  motion  of  liquids,  etc. 

In  applied  mechanics,  problems  are  solved  relating  to  the  strength 


152  REPORT  OF  THE 

and  deflection  of  beams,  pillars  and  girders;  the  bursting  strength  of 
boilers,  pipes,  and  thick  hollow  cylinders,  the  torsional  strength  of 
axles  and  shafts,  the  construction  of  gears,  the  designing  of  link  and 
valve  motion  for  the  locomotives,  the  energy  and  work  of  moving 
bodies,  the  work  of  steam  in  the  steam  cylinder,  the  tractive  power  of 
the  locomotive,  the  transformation  of  energy,  and  many  other  prob- 
lems relating  to  the  construction  of  hydraulic  and  steam  motors  and 
machinery. 

Those  who  desire  to  begin  the  course  in  mechanical  engineering 
must  enter  the  apprentice  class.  A  limited  number,  however,  m^y  be 
admitted  to  this  department  provided  they  have  had  at  least  one 
year  of  actual  work  in  wood  or  iron  in  some  approved  shop.  In 
each  case  a  certificate  from  the  proprietor  or  foreman  of  the  shop  is 
required,  setting  forth  the  amount  and  kind  of  work  which  the  appren- 
tice has  done. 

PRACTICES. 

Two  principles  are  observed  in  the  arrangement  of  the  practice  in 
this  department :  First,  that  while  labor  with  hand  tools  and  machines 
should  be  wisely  blended,  yet.  since  machinery  has  a  constantly  in- 
creasing share  in  the  conversion  of  material  into  useful  forms,  the 
educated  mechanic  should  know  how  to  design,  construct,  and  assem- 
ble the  parts  of  a  machine,  as  well  as  how  to  make  its  product;  and, 
second,  that  excellence  in  construction  is  to  be  sought  as  a  most  valu- 
able factor  in  instruction. 

The  power  of  the  engineer  to  decide  upon  general  grounds  the  best 
form  and  material  for  a  machine,  and  to  calculate  its  parts,  is  vastly 
increased  by  blending  with  it  the  skill  of  the  craftsman  in  manipulat- 
ing the  material,  and  the  fact  that  the  product  is  to  be  tested  and  used, 
kindles  interest  in  its  manufacture  and  furnishes  additional  incentive 
to  thoroughness  and  exactness.  After  the  earliest  lessons,  the  prac- 
tice is  on  commercial  goods,  and  follows  the  best  methods  of  commer- 
cial production. 

For  this  work  unusual  facilities  are  offered  at  the  Washburn  shops 
of  the  Polytechnic  Institute.  These  shops  were  founded  by  the  late 
Hon.  Ichabod  Washburn,  of  Worcester,  and  his  purpose  concerning 
them  is  expressed  in  the  following  extract  from  his  letter  of  gift,  dated 
March  6, 1867 : 

"There  shall  be  a  machine  shop  of  sufficient  capacity  to  employ  twenty  or  more 
apprentices,  with  a  suitable  number  of  practical  teachers  and  workmen  in  the  shop 
to  instruct  such  apprentices,  and  provided  with  all  necessary  steam  power,  engines, 
tools,  apparatus,  and  machinery  of  the  most  improved  models  and  styles  in  use,  to 
carry  on  the  business  of  such  machine  shop  in  all  its  parts  as  a  practical  working  es- 
tablishment. There  shall  be  a  superintendent  of  such  shop,  who  shall  be  appointed 
and  subject  to  be  removed  by  the  trustees,  who  shall  be  a  man  of  good  morals  and 
Christian  character,  having  a  good  English  education,  a  skilful  and  experienced 
mechanic,  well  informed  and  capable  of  teaching  others  in  the  various  parts  and  pro- 
cesses of  practical  mechanism  usually  applied  or  made  use  of  in  the  machine  shops 


INDUSTRIAL  EDUCATION  COMMISSION.  153 

of  the  country,  who  shall  devote  his  time  and  attention  to  the  management  and  busi- 
ness of  the  shop,  purchasing  stock,  making  con  tracts  for  the  manufacture  and  sale  of 
machines,  and  other  work  usually  done  in  machine  shops,  subject  to  such  rules  as 
the  trustees  may  pi-escribe,  and  having  charge  of  the  proper  financial  concerns  of  the 
shop,  hiring  necessary  workmen,  and  discharging  the  same  at  his  discretion,  and 
shall  see  that  the  apprentices  are  suitably  taught  in  all  the  departments  of  practical 
mechanism,  working  of  woods  and  metals,  and  use  of  tools,  so  as  to  make  them,  so 
far  as  it  may  be,  skilled  workmen,  and  fitted  to  carry  on  business  for  themselves 
after  they  leave  the  shop,  at  the  expiration  of  their  apprenticeship. 

"  He  shall,  moreover,  have  a  care  and  oversight  over  the  apprentices,  such  as  a 
faithful  master  would  exercise,  to  the  end  that  they  may  cultivate  habits  of  industry, 
good  conduct,  and  attention  to  their  studies." 

Recently  the  capacity  of  the  shop,  as  originally  built  by  Mr.  Wash- 
burn,  has  been  nearly  doubled  by  the  gift  of  $13,600  from  David 
Whitcomb,  Esq  ,  and  Hon.  Stephen  Salisbury.  The  shop  buildings, 
as  now  enlarged  consist  of  a  three-story  central  structure  one  hundred 
feet  long  by  forty  feet  wide;  having  two  extensions  each  thirty -five 
by  forty  feet,  two  stories  high,  and  a  two  story  L.,  soventy-live  by 
twr  nty-six  feet. 

The  building  contains  engine  room,  engine  and  boilers;  blacksmith 
shop,  tool  room,  draughting  room,  painting  and  finishing  room,  and 
large  work  rooms  for  both  wood  and  metals,  fully  equipped  with  tools 
and  machinery.  Here  the  students  in  mechanical  engineering  spend 
their  practice  hours  as  apprentices,  and  it  is  found  that  the  graduates 
in  this  department  are  as  skilful  mechanics  as  ordinary  apprentices 
who  have  served  three  years  in  a  shop,  and  they  have  in  addition  the 
advantages  of  a  solid  education.  This  result  is  attained  under  the 
following  conditions: 

1.  These  shops   are    organized  and  managed   as  a  manufacturing 
establishment,  and  a  great  variety  of  work  is  always  in  process  of  con- 
struction in  order  that  the  students  may  constantly  have  the   whole- 
some atmosphere  of  real  business.     This,  with  a  determination  on  the 
part  of  the  superintendent  to  maintain  a  high  standard  ot  workman- 
ship, has  made   the  progress  of  the  students  in  the  best  methods  of 
construction    both  rapid   and   thorough,   and   has   proved   the  most 
effective  means  of  giving  them  an  exact  knowledge  of  shop  practice. 

The  jurors  at  the  Centennial  Exposition  decreed  an  award  to  the 
shop  for  its  tools  for  working  metals  which  were  exhibited  in  Machin- 
ery Hall,  and  first  premiums  have  been  awarded  wherever  these  tools 
have  been  exhibited. 

2.  The  work  of  each  student  is  done  under  the  personal  supervision 
and  direction  of  a  skilled  workman,   and  with  the  advantage  of  the 
best  obtainable  tools  and  machinery ;  for  it  is  as  true  in  handicraft  as 
in  the  training  of  the  intellect,  that  the  best  tools  and  appliances  are 
not  too  good  for  instruction. 

3.  Every  student  receives  training  in   drawing  during  the  entire 
course.     In  this  way  exact  knowledge  of  form  and  proportion  is  se- 
cured,  and   the  students  make   more    intelligent    and    satisfactory 


154  REPORT  OF  THE 

progress  in  the  shop,  than  is  possible  for  those  who  have  not  had  the 
advantage  of  this  training.  Beside  the  general  training  in  free-hand 
and  instrumental  drawing,  students  in  this  department  have  practice 
during  senior  year  in  making  working- drawings  of  machines,  and  in 
determining  the  strength,  dimensions,  and  proper  proportions  of 
machines  from  numerical  specifications. 

4.  The  weekly  practice  is  distributed  so  as  to  occupy  five  hours  of 
each  of  two  days.     Each  student  is  required  to  render  a  strict  account 
of  these  hours.     The  time  thus  spent  serves  the  double  purpose  of 
practice  and  of  exercise. 

5.  Each  student  advances  as  fast  as  possible,  unchecked  by  the  dif- 
ficulties of  his  neighbor,  or  any  business  necessity  of  the  shop. 

To  these  advantages,  viz.,  the  service  of  construction  in  the  work  of 
instruction,  the  discipline  and  culture  of  free-hand  drawing,  careful 
distribution  of  time,  and  relief  from  all  unnecessary  detail,  should  be 
added  the  consideration  which  far  outweighs  them  all,  that  students 
come  to  their  work  with  the  perceptive  faculties,  the  reason,  the  judg- 
ment and  the  taste  all  under  constant  and  careful  training  in  school. 
Theory  and  practice  accompany  and  supplement  each  other.  Under 
these  conditions,  it  is  clear  that  the  students  must  during  their  prac- 
tice have  direction  and  efficient  instruction.  To  provide  for  this,  Hon- 
Ichabod  Washburn  also  gave  a  fund  of  $50,000,  the  income  of  which 
may  be  applied  towards  paying  the  running  expenses  of  the  shop, 
with  the  expectation  that  twenty  young  men  would  receive  its  bene- 
fits. With  the  present  facilities,  aver  one  hundred  are  accommodated. 

In  general  the  apprentice  class  are  taught  the  use  of  wood- work- 
ing tools  and  machinery;  the  junior,  middle  and  senior  classes  work 
mainly  on  iron. 

Practice  in  the  machine  shop  and  draughting  rooms  comprises  : 

IN    THE    WOOD   BOOM. 

Bench  Work.—  This  includes  a  great  variety  of  manipulation,  under  constan 
instruction  in  laying  out  work  with  the  knife  and  pencil,  the  use  of  planes,  the 
hand-saws,  chisels,  gouges,  squares,  gauges,  and  other  tools. 

Wood  Turning.— With  the  use  of  the  various  turning  tools,  on  hard  and  soft  wood. 

Machine  Sawing. — With  large  and  small  circular  saws,  and  scroll  saws. 

Machine  Planing.— With  the  cylinder  and  Daniels  planer,  machine  boring,  the 
use  of  the  shaping  and  molding  machines,  .and  the  auxiliary  manipulations  of  all 
the  machinery  used. 

IN   THE    IKON   BOOM. 

Bench  Work.—  Filing  and  chipping,  preparing  work  for  lathes,  tapping,  reaming, 
scraping  and  fitting  plane  surfaces,  finishing  with  oil-stone  and  emery  cloth. 

Work  with  /Speed  Lathe.— Drilling  and  countersinking,  filing  and  polishing,  hand- 
tooling. 

Work  with  Engine  Lathe. — Instruction  in  the  use  and  care  of  lathe  and  turning 
tools,  squaring  up,  the  proper  and  maximum  speed  for  cutting  metals,  turning  to 
exact  size,  the  use  of  the  calipers,  a  variety  of  turning,  both  heavy  and  light ;  cutting 
threads,  squaring  up  and  finishing  nuts,  chucking  straight  holes,  reaming,  inside 
boring,  boring  with  boring-bar,  fitting  bearings,  etc. 


INDUSTRIAL  EDUCATION  COMMISSION.  155 

Drilling. — With  speed-lathe,  upright  and  traverse  drillers. 

Milling. — Use  of  the  universal  milling  machine — milling  nuts,  bolt  heads  and 
studs,  cutting  splines,  fluting  taps  and  reamers,  milling  to  size  and  line,  cutting 
gears. 

Planing. — Instruction  in  the  use  of  the  planer,  planing  surfaces  and  bevels. 

Work  with  Screw  Machine. — Making  machine  bolts  with  revolving  head  screw 
machine,  cutting  up  stock,  making  screws  and  studs,  and  tapping  nuts. 

Tool  Making.— The  correct  forms  of  turning  tools,  and  the  principles  of  grinding 
them;  making  taps,  dies,  reamers,  twist-drills,  countersinks,  counter  bores,  mills, 
milling-machine  cutters,  mandrels,  boring-bars,  chuck-drills,  centers. 

Management  of  Steam.— Care  of  the  boilers  and  engine,  including  the  work  of  fir- 
ing; the  care  and  control  of  the  steam  pressure  and  water  supply;  also  the  care  and 
manipulation  of  the  steam  pump  and  injectors.  The  practice  in  the  steam  depart- 
ment is  under  the  constant  oversight  of  the  engineer. 

Designing  and  Constructing. — In  senior  year  after  the  students  have 
each  accomplished  the  practice  just  specified,  they  build  one  or  more 
complete  machines  from  their  own  drawings.  These  drawings,  though 
made  from  definite  specifications,  are  intended  to  afford  ample  field 
and  scope  for  the  personal  responsibility  and  originality  of  each  stu- 
dent, in  making  correct  design  and  arrangement  of  the  parts  of  the 
machine  in  hand.  While  this  work  is  not  copying,  it  must  not  de- 
part essentially  from  the  best  practice  among  manufacturing  mechan- 
ics. Previous  classes  have  constructed  a  twenty-five  H.  P.  Corliss  en- 
gine, a  ten  H.  P.  upright-reversible  engine,  a  forty  H.  P.  Buckeye  en- 
gine, a  thirty  H.  P.  high  speed  straight-line  engine ;  the  class  of  1885, 
an  engine  lathe,  eighteen  feet  in  length  and  having  twent-six  inches 
swing ;  the  class  of  1886,  a  Hendy  shaper,  and  the  class  of  1888  will 
complete  a  No.  1  cabinet  turret  lathe  with  seven  foot  bed,  twenty  inch 
swing,  and  with  engine  feed,  back  gears,  screw  apparatus  and  over- 
head works. 

"  While  we  depend  mainly  upon  real  work,  with  machines  and  tools 
in  the  hands  of  the  students  to  give  him  practical  knowledge  and  ex- 
perience, we  also  desire  to  make  the  instruction  as  broad  and  general 
as  possible. 

u  For  this  purpose  a  beginning  has  been  made  for  a  permanent  exhibit 
of  the  best  American  and  foreign  tools  of  all  kinds,  properly  arranged 
and  open  to  the  inspection  of  the  students,  and  used  as  an  illustration 
of  the  best,  so  that  the  student  may  become  familiar  with  standard 
tools  and  the  names  of  the  makers. 

u  This  exhibit  of  tools  and  machines  is  used  in  lectures  and  general  in- 
struction to  classes. 

"  The  practical  value  of  the  work  after  graduation  is  indicated  from 
the  fact  that  ninety  per  cent,  of  the  graduates,  are  now  working  suc- 
cessfully in  the  professions  for  which  they  were  trained." 


156  REPORT  OF  THE 


XII.  MINNESOTA. 

1.  Minneapolis  Public  Schools. 

Dr.  J.  E.  Bradley,  superintendent  of  public  schools,  Minneapolis. 
Minn.,  forwards  the  following  account  of  the  work  in  that  city,  pre- 
pared under  date  of  October  8th,  18S8,  by  Mr.  W.  F.  Decker,  superin- 
tendent of  manual  training : 

•k  There  are  148  pupils  enrolled  at  the  present  lime  at  the  Central 
high  school  and  at  the  two  branch  high  schools  where  the  work  was 
commenced  at  the  beginning  of  the  present  term.  At  the  Central 
school  we  have  benches  and  tools  to  accommodate  34  at  one  time  or 
102  during  each  morning  session  of  four  hours,  each  pupil  working 
during  two  recitation  periods  or  SO  minutes  each  day  at  the  bench. 

'•  So  far  wood-working  and  industrial  drawing  only  have  been  at- 
tempted. Each  bench  in  the  wood-working  shop  is  provided  with 
saws,  hammers,  planes,  try-squares,  T  bevels,  wing-dividers,  gouges, 
chisels,  bits  and  other  tools  that  are  in  general  use  in  wood  working 
trades.  These  tools  all  have  places  on  the  tool  racks  and  are  marked 
to  correspond  with  the  number  of  the  bench  to  prevent  their  being 
misplaced.  Each  bench  is  14  feet  long  and  provided  with  two  car- 
penter's vises  and  six  drawers  with  locks.  Two  pupils  work  at  one 
time  at  each  bench  and  each  one  has  a  drawer  for  his  unfinished  work 
which  he  locks  at  the  close  of  each  exercise.  Each  pupil  is  also  re- 
quired to  leave  the  tools  he  has  used  in  their  proper  places,  and  dust 
off  the  bench  in  order  that  it  may  be  ready  for  the  next  section. 

"  It  will  be  seen  that  by  our  system  the  tools  on  each  bench  are 
used  in  common  by  the  pupils  of  three  sections,  but  that  each  papil, 
who  has  his  regular  place,  uses  the  same  tools  each  day. 

"  Instruction  is  given  in  the  following  way  : — The  class  is  assembled 
at  the  commencement  of  each  exercise  and  the  lesson  explained  from  a 
large  working  drawing  on  which  are  marked  all  dimensions  sufficiently 
plain  to  be  read  by  members  of  the  class  seated  before  the  instructor. 
Each  step  of  the  lesson  is  caretully  pointed  out  and  difficult  operations 
are  performed  by  the  instructor  before  the  class.  Questions  are  an- 
swered concerning  the  lesson  and  an  effort  is  made  to  have  each  mem- 
ber of  the  class  clearly  understand  the  whole  operation  before  going 
to  his  place  at  the  bench.  After  giving  a  signal  for  pupils  to  take 
their  places  at  the  benches,  the  instructor  employs  the  remaining 
time  in  giving  individual  instruction  at  the  benches  and  in  inspecting 
the  work.  The  lessons  commence  with  such  simple  operations  as 
sawing,  nailing,  planing,  paring,  etc  ,  and  include  seventeen  exercises 
in  making  simple  joints,  and  during  the  latter  part  of  the  first  year 


INDUSTRIAL  EDUCATION  COMMISSION.  157 

pupils  construct  such  articles  as  small  panel  doors,  models  of  door- 
steps, models  of  roof  trusses,  cases  of  drawers,  etc.  During  the  second 
year  some  quite  different  lessons  are  given  in  working  hard  woods. 
The  first  year  lessons  are  all  in  working  pine. 

u  Experience  has  shown  that  too  much  attention  cannot  be  given  to 
the  first  elementary  eperations.  If  pupils  do  not  get  a  good  drill  in 
these  all  of  their  work  will  be  bad,  and  where  the  proper  amount  of  drill 
is  given  in  the  elements,  rapid  and  substantial  progress  is  made.  I 
think  in  many  manual  training  schools  sufficient  attention  is  not  given 
to  the  elements  and  pupils  are  allowed  to  construct  things  too  early 
in  the  course  before  they  have  mastered  the  use  of  tools.  The  same 
rule  applies  here  as  in  all  branches  of  education — the  elements  must 
be  thoroughly  taught  first*  During  the  latter  part  of  the  course  in 
wood,  working  pupils  will  work  largely  from  their  own  drawings. 
Each  pupil  works  half  as  much  time  in  the  industrial  drawing  room 
as  at  the  bench  during  the  couise. 

"  Though  we  have  worked  but  little  over  one  year  and  commenced 
in  a  very  small  way,  the  work  already  done  has  been  highly  spoken 
of  by  mechanics  and  educators,  and  the  pupils  generally  take  great 
interest  in  the  work  without  losing  interest  in  their  other  studies. 

"  The  equipment  of  the  branch  high  schools  is  precisely  the  same  as 
at  the  central  school,  though  accommodations  are  not  furnished  for  so 
large  a  number." 

In  his  letter  of  transmittal  Superintendent  Bradley  adds  the  follow- 
ing brief  statement: 

"The  plan  has  been  in  successful  operation  in  our  central  high 
school  since  January,  1887.  This  year  the  work  has  been  extended 
to  our  branch  high  schools.  Thus  far  we  have  confined  the  exercises 
to  wood  work  but  we  shall  soon  be  ready  to  take  up  metal  work,  and 
expect  to  have  a  course  extending  over  the  four  years'  course.  We 
are  just  now  introducing  sewing  into  the  fourth  grade  year  in  all  our 
schools  and  hope  in  due  time  to  extend  it  to  the  grades  above  and 
below.  We  are  also  doing  considerable  in  the  way  of  modeling  and 
kindergarten  work. 

"  We  have  few  precedents  to  guide  us  and  my  aim  has  been  to  in- 
corporate the  training  of  the  hand  and  the  eye  into  our  regular  school 
work  by  gradual  introduction  and  natural  growth  rather  than  by  vio- 
lent re-adjustments.  We  are  doing  a  good  deal  of  good  work  in  vari- 
ous departments  of  drawing." 

2.  The  University  of  Minnesota. 

The  University  of  Minnesota  is  one  of  the  institutions  founded  in 
accordance  with  the  act  of  Congress  of  July  2,  1862. 

The  college  of  mechanic  arts  in  the  university  embraces  four  regu- 
lar courses  of  study,  viz  :  civil  engineering,  mechanical  engineering, 
electrical  engineering  and  architecture. 


158 


REPORT  OP  THE 


The  aim  of  the  instruction  given  in  the  regular  undergraduate 
courses  of  this  college  is  to  lay  a  broad  and  solid  foundation  in  math- 
ematics, mechanics,  electricity  and  drawing,  so  that  with  the  practice 
in  field,  shop,  office  and  laboratory  work  given  to  the  students  in  the 
respective  courses  they  shall  be  fitted  for  immediate  usefulness  upon 
graduation,  and  after  a  moderate  amount  of  subsequent  practice  and 
experience,  be  capable  of  taking  charge  of  important  work. 

ADMISSION. 

The  courses  of  this  college  are  open,  free  of  all  charges  for  instruc- 
tion, to  all  persons  over  fourteen  years  of  age,  whether  residents  of 
the  State  or  not,  who  may  pass  the  required  examinations.  Appli- 
cants will  not,  however,  be  admitted  to  the  preparatory  class  (sub- 
freshmen)  provided  they  can  get  instruction  in  the  subjects  taught  in 
this  class  in  the  school  district  in  which  they  live. 

Applicants  for  admission  to  the  sub-freshman  class  will  be  exam- 
ined in  the  following  studies :  Latin  grammar,  English  grammar, 
English  composition,  arithmetic,  elementary  algebra,  history  of 
Greece  and  Rome,  history  of  the  United  States,  physiology.  Those 
who  do  not  intend  to  pursue  Latin  will  be  examined  in  Cassar  and 
Cicero,  or.  in  lien  thereof:  physical  geography,  history  of  England. 

Applicants  for  admission  to  the  freshman  class  will  be  further  ex- 
amined in  the  work  of  the  sub-freshman  year,  in  the  course  chosen. 
The  mechanical  engineering  course  in  detail  is  as  follows  : 


SUB-FRESHMAN  YEAR. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Botany  [2]. 
Chemistry  [3]. 
Higher  Algebra  [2.] 
Drawing,  Mechanical  [3],  6 
hours. 
English,    or    German,   or 
Latin. 

Drawing,  Free-hand,  6  hrs; 
Mechanical,  4  hours. 
Plane  Geometry  [5]. 
English,    or    German  or 
Latin. 

Chemistry  [2]. 
Botany  [3]. 
Solid  Geometry  [5]. 
English,    or   German,     or 
Latin. 

FRESHMAN  YEAR. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM, 

Drawing,  10  hours  [5]. 
Higher  Algebra. 
English,     or     German,  or 
Latin. 

Chemistry  [5]. 
Logarithms     and  Trigo- 
nometry. 
English,    or    German,  or 
Latin  [5]. 

Drawing,   Perspective   [5] 
10  hours. 
Botany  [5]. 
English  [5]. 
Surveying  [2]. 

INDUSTRIAL  EDUCATION  COMMISSION. 
SOPHOMORE  YEAR. 


159 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Analytical  Geometry  [4]. 
Physics  [4]. 
English,     or    French,    or 
Latin  [4]. 
Carpentry  [5]. 

Differential  Calculus  [4]. 
Physics  [4]. 
English  or  French  [4]. 
Pattern  Work  [5]. 

Integral  Calculus  [4]. 
Elements    of    Mechanism 

English,     or    French,     or 
Latin  [4]. 
Foundry  Work  and  Draw- 
ing [5]. 

JUNIOR  YEAR. 

FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Kinematics  [5]. 
Descriptive  Geometry  [5]. 
Any  Junior  first  term  elec- 
tiVe  [41. 
Forge  Work  [5]. 

Mechanics  [5]. 
Hydraulics,  etc.  [5]. 
Mineralogy  [4], 
Vise  and  Machine  Work 
[5]. 

Mechanics  [5]. 
Testing  Materials  [5]. 
Any    Junior    third    term 
elective  [4J. 
Machine  Work  [5]. 

SENIOR  YEAR. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Applied  Descriptive  Geom- 
etry [5]. 
Geology  01  Astronomy  [4]. 
Machinery  [5]. 
Machine  Details  [5]. 

Steam    Engines  and    Mo- 
tors [5]. 
Experimental  Mechanics 
[5]. 
Any  Senior  second  term 
elective  [4]. 
Steam  Engine  Details  [5]. 

Designs,       Specifications, 
etc.  [6]. 
Machine   Tools  and    The- 
sis [5]. 
Any    Senior    third    term 
elective  [4]. 
Drawing  on  Designs  [5]. 

In  this  course  shop-practice  and  work  in  experimental  mechanics 
take  the  place  of  the  field  work  in  the  civil  engineering  course.  The 
shop- work  covers  two  years-  time,  and  it  is  the  intention  to  give  the 
student  such  a  drill  as  shall  enable  him  to  design  machinery  with  a 
view  to  simplicity  of  construction,  and  to  superintend  its  construction. 

In  the  testing  laboratory  the  same  drill  in  testing  materials  is  given 
as  to  the  civil  engineering  students,  while  in  addition,  accurate  and 
complete  tests  of  belting,  cutting  power  of  tools,  lubricants,  engines, 
boilders,  pumps,  etc.,  are  made,  thus  preparing  the  student  for  expert 
work  as  well  as  impressing  by  actual  experiment  the  principles  of  the 
text  books.  Carefully  kept  records  are  required  in  every  case  and 
tha  results  of  each  experiment  are  worked  up  in  the  most  approved 
manner. 

In  the  class  room  after  the  drill  in  mechanics  and  the  strength  of 
materials  referred  to,  courses  are  given  in  hydraulics,  machine  design, 
the  steam  engines,  and  other  motors,  beside  courses  previously  given 
in  mechanism  and  kinematics. 


160  REPORT  OF  THE 

In  the  drawing-rooms  working  and  finished  drawings  are  made  of 
various  machines  as  well  as  tracings  and  blue  prints  of  the  same,  care 
being  taken  to  follow  as  far  as  possible  the  methods  of  the  best  ma- 
chine shops. 

During  the  last  term  of  the  course  original  designs  and  specifications 
of  machinery,  engines,  boilers,  etc.,  are  made  and  a  thesis  prepared, 
which,  with  the  necessary  drawings,  is  a  condition  of  graduation. 

In  all  the  regular  courses  in  this  college,  instruction  is  given  by 
means  of  text  books,  lectures,  reading  in  the  library,  practical  prob- 
lems, and  a  large  amount  of  work  in  the  drawing  rooms,  laboratories, 
shops  and  in  the  field.  It  is  the  aim  to  lay  a  solid  foundation  of  prin- 
ciples, which,  with  the  large  amount  of  practical  work  we  are  able  to 
give,  will  fit  the  graduate  for  immediate  usefulness  among  engineers. 
In  all  the  work  the  strictest  accuracy  is  insisted  upon. 

The  equipment  of  this  department  comprises  : 

The  engine  and  boiler  room,  20x24  feet,  is  provided  with  an  auto- 
matic cut-ofl'  engine,  of  modern  type,  capable  of  developing  thirty- 
five  horse  power.  A  steel  boiler  of  ample  size  furnished  with  a  feed 
pump  and  heater  supplies  steam.  A  dynamometer,  friction  brake, 
calorimeter,  pyrometer,  revolution  counter,  tanks,  steam-engine  indi- 
cators, gauges,  thermometers,  and  other  instruments  required  for  com- 
plete steam-engine  and  boiler  tests,  are  provided  for  the  use  of 
students  in  experimental  work. 

In  this  room  is  also  a  hundred-light  Edison  dynamo,  with  ampere- 
meter, regulator  and  pressure  indicator. 

The  Michine  Shop. — The  machine  and  vise  shop,  25x50  feet,  con- 
tains one  speed  lathe,  ten  engine  lathes  of  various  sizes,  a  planer, 
shaper,  universal  milling  machine,  vertical  drill  press,  emery  tool 
grinder,  grinding  attachment  to  lathe,  benches  with  ten  vises,  surface 
plates,  a  set  of  Betts'  standard  gauges,  taps,  dies,  reamers,  drills, 
chucks  and  other  hand  tools  and  accessories  for  practice  in  machine, 
tool  and  vise  work. 

The  Wood- Working  Shop. — The  shop  for  patternmaking  and  gen- 
eral wood  work,  24x48  feet,  contains  benches  with  ten  vises,  ten  lathes, 
ten  sets  of  hand  and  lathe  tools,  two  circular  saws,  a  jig  saw.,  band 
saw,  planer,  boring  machine,  grindstone  and  other  tools  for  use  in  the 
courses  of  carpentry  and  patternmaking. 

The  Forge  Shop. — The  forge  shop,  thirty-one  feet  square,  is  provided 
with  a  portable  hand  forge,  ten  stationary  forges  with  anvils  and  sets 
of  tools,  a  blower,,  exhaust  fan,  hand  drill  press,  drills,  taps,  dies, 
sledges,  swages,  a  grindstone  and  the  other  tools  generally  used  in 
blacksmithing. 

The  Foundry. — The  foundry,  20x30  feet,  contains  an  18  inch  cupola, 
brass  furnace,  core  oven,  cinder  mill,  molding  tools  and  benches, 
core  plates,  arbors,  sweeps,  ladles,  crucibles,  and  all  of  the  tools  and 


INDUSTRIAL  EDUCATION  COMMISSION.  161 

material  ordinarily  needed  in  molding  and  casting  iron,  brass  or 
white  metal. 

There  is  also  a  room,  24x46  feet,  fitted  up  for  a  testing  laboratory. 
It  is  supplied  with  power,  and  contains  a  50,000  pounds  testing  ma- 
chine, which  can  be  adapted  for  compressive,  tensile,  transverse,  tor- 
sion and  shearing  tests.  Other  pieces  of  apparatus  have  been  designed 
by  the  department  to  be  used  in  connection  with  the  testing  machine  in 
making  tests  of  full  sized  beams,  up  to  twenty  five  feet  in  length.  An 
instrument  purchased  for  use  in  connection  with  tensile  tests,  is  capa- 
ble of  actually  measuring  extension  to  one  ten-thousandth  of  an  inch. 
There  is  also  a  cement  tester,  a  dynamometer  for  measuring  trans- 
mitted power,  an  oil  testing  machine,  standard  scales,  and  other  appa- 
ratus for  mechanical  tests.  There  is  now  under  construction  in  the 
machine  shops,  a  dynamometer  for  determining  the  power  of  lathe 
tools,  and  a  ten-horse  power  steam  engine  which  will  be  used  for  ex- 
perimental purposes. 

Each  shop  will  accommodate  ten  students  at  a  time,  which  is  as 
large  a  number  as  can  be  advantageously  instructed  together.  The 
capacity  of  the  shops  can  be  increased  to  meet  any  probable  require- 
ments by  forming  additional  classes. 

The  instruction  given  is  based  on  the  "  Russian  System,"'  in  which 
the  leading  idea  is  to  teach  principles  rather  than  to  produce  objects 
of  commercial  value.  It  is  believed  that  the  greatest  progress  can  be 
made  in  a  given  time  with  this  method,  as  the  student  proceeds,  by  a 
carefully-planned  series  of  exercises,  from  the  simplest  to  the  most 
difficult  operations,  learning  the  processes  but  avoiding  the  repeti- 
tion of  the  ordinary  shop.  So  far  as  is  consistent  with  this  system,  the 
work  is  adapted  to  parts  of  some  machine  or  structure  in  common  use. 
and,  after  finishing  the  exercises  referred  to  above,  the  class  will  build 
some  complete  machine  or  structure,  as  a  review  and  application  of 
the  preceding  work. 

Besides  the  four  regular  courses  mentioned  above,  the  work  of  this 
school  is  classified  as  follows  : 

A.  A  two  years'  course  in  shop  work,  drawing  and  mathematics, 
for  young  men  who  wish  to  fit  themselves  for  positions   of  trust  in 
shops  and  factories. 

B.  A  one  year's  course  in  the  care  and  management  of  engines  and 
boilers,  intended  as  a  preparation  for  the  examination  of  the  State 
inspectors. 

C.  A  course  in  shop  work  and  drawing  for  those  whose  time  or  lack 
of  fitness  prevents  them  from  entering  division  A. 

D.  A  course  in  industrial  drawing  alone  for  those  who  wish  to  devote 
their  whole  time  to  this  work. 


11  ED.  COM. 


162 


REPORT  OF  THE 
A  DIVISION — FIRST  YEAR. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Carpentry. 
Drawing. 
P^lernentary  Algebra  [3]. 
Free-  Hand  Drawing  [2]. 

Pattermaking. 
Drawing. 
Algebra. 
Geometry. 

Foundry  Work. 
Drawing. 
Geometry. 

SECOND  YEAR. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Forge  Work. 
Trigonometry. 
Drawing      (Machine     De- 
tails;. 

Vise  and  Machine  Work. 
Mechanics. 
Drawing     (Machine    De- 
tails). 

Machine  Work. 
Mechanism. 
Drawing  (Designing.) 

B  DIVISION. 


FIRST  TERM. 

SECOND  TERM. 

THIRD  TERM. 

Recitations  and    Lectures 
on  Care  of  Engines  and 
Boilers. 
Drawing. 
Engine  Running. 

Principles  of  Engines  and 
Boilers. 
Vise  and  Machine  Work. 
Engine  Running. 

Indicators    and     Engine 
Tests. 
Drawing     (Engines    and 
Boilers.) 
Engine  Running. 

Shop  Work  and  Drawing. 


0   DIVISION. 


D  DIVISION. 


Industrial  Drawing. 

Applicants  for  admission  to  any  of  the  divisions  must  be  at  least 
fifteen  years  of  age,  and  must  pass  examination  as  follows:  A  and  B 
divisions,  in  arithmetic  and  writing ;  0  and  D  divisions,  no  examina- 
tion required. 

Members  of  A  division  who  can  pass  in  any  of  the  mathematics  or 
other  work  of  the  course,  and  who  pass  examinations  in  geography  and 
United  States  history,  may  be  allowed  to  substitute,  for  the  subjects 
passed,  studies  from  the  other  courses,  under  direction  of  the  faculty. 
Members  of  divisions  A  and  B  who  satisfactorily  complete  the 
courses  as  laid  down,  may  receive  certificates  of  having  done  so. 
signed  by  the  president  of  the  university  and  the  director  of  this 
college. 

Members  of  all  divisions  are  required  to  deposit  $5  with  the  registrar 
of  the  University,  which  will  be  returned  when  connection  with  the 
school  ceases,  less  such  charges  as  may  be  made  for  material  furnished 
and  damage  to  any  university  property.  Members  of  divisions  A,  B 


INDUSTRIAL  EDUCATION  COMMISSION.  163 

and  C  are  required,  each  term,  to  deposit  $5  with  the  director  of  the 
college,  which  will  be  returned  at  the  close  of  each  term  less  such 
charges  as  may  be  made  for  material  used  in  shop  work,  which  is  not 
made  into  apparatus  of  value  to  the  college. 

METHODS  OF  INSTRUCTION. 

u  In  the  courses  of  the  Artisans'  Training  School  the  instruction  in 
shop  work  is  given  by  means  of  carefully  prepared  exercises.  These 
exercises  are  planned  wholly  with  the  object  of  instructing  the  student 
in  the  use  of  tools,  leaving  out  the  idea  of  construction,  except  in  so 
far  as  it  may  not  interfere  with  instruction.  The  function  of  this 
school  being  to  teach  the  use  of  tools  in  general,  rather  than  any  par- 
ticular trade,  much  time  can  be  saved  by  devoting  the  entire  attention 
of  both  student  and  instructor  to  the  manipulation  of  the  tools,  and 
avoiding  the  repetition  ot  the  same  operation,  which  necessarily  occurs 
when  construction  is  an  object  rather  than  an  incidental.  The  prep- 
aration of  exercises,  in  any  particular  branch  of  work,  consists  in  first 
carefully  analyzing  the  various  operations  and  reducing  them  to  their 
simplest  forms,  and  then  classifying  them  in  such  a  way  as  to  have 
them  succeed  each  other  in  the  order  of  their  difficulty.  Thus,  if  we 
examine  into  the  work  usually  done  at  the  vise,  we  see  that  the 
greater  part  of  the  work  done  there  is  made  up  of  various  combina- 
tions of  the  following  operations:  Filing  to  straight  or  curved  lines, 
either  between  two  lines  or  to  one  line  alone,  filing  to  template,  fitting, 
free-hand  filing,  with  and  without  the  hand  vise,  sawing  and  chipping 
plane  and  curved  surfaces.  Starting,  then,  with  these  operations  to 
be  taught,  a  course  is  designed  which  shall  take  th'em  up,  one  at  a 
time,  and  apply  them  to  wrought  iron,  cast  iron,  and  steel.  The  other 
courses  are  on  the  same  general  plan  as  that  outlined  for  vise  work. 

"  The  drawing  in  this  school  is  conducted  on  the  same  plan  as  in  the 
engineering  courses,  the  students  first  using  the  text  book  prepared 
for  the  department,  and  afterwards  varying  their  work  to  meet  their 
individual  requirements." 

u  In  mathematics  the  instruction  covers  algebra,  plane  and  solid  ge- 
ometry, and  trigonometry,  taught  with  special  reference  to  the  needs 
of  this  class  of  students,  and  giving  many  applications  to  practical 
matters,  while  the  instruction  in  mechanics  and  mechanism  is  made 
as  clear  of  higher  mathematics  as  the  subjects  will  allow. 

u  The  instruction  in  the  course  in  the  care  and  management  of  engines 
ani  boilers  is  given  by  means  of  practice  in  the  engine  room,  under 
the  immediate  direction  of  the  engineer.  By  means  of  lectures  and 
recitations  the  reasons  for  the  regulations,  as  laid  down  for  running, 
are  explained,  and  the  principles  of  the  steam  engine  and  of  the  con- 
struction of  boilers  is  given  in  a  manner  not  difficult  for  one  of  ordi- 
nary intelligence  to  understand;  and  finally,  instruction  and  practice 
in  the  use  of  indicators,  and  in  the  various  tests  of  engines  and  boil- 


164  REPORT  OF  THE 

ers  is  given.  It  is  believed  that  this  course  will  fill  a  need  which  has 
long  existed,  and  will  help  to  supply  engineers  who  are  competent 
and  trustworthy." 

3.  St.  Paul  Public  Schools. 

The  following  extract  from  the  last  annual  report  of  the  city  superintendent  gives 
an  excellent  statement  of  the  considerations  which  led  to  the  adoption  of  the  system 
in  that  city,  and  the  spirit  of  admirable  caution  in  which  the  whole  movement  has 
been  conducted. 

"MANUAL  TRAINING." 

u  Manual  training  in  the  public  schools  is  attracting  to  a  large  de- 
gree the  attention  of  many  of  the  best  and  most  thoughtful  people 
throughout  the  country.  Experiment  and  discussion  have  developed 
a  strong  public  sentiment  in  favor  of  giving  manual  training  a  promi- 
nent place  in  the  plan  of  public  education,  but  not  with  the  desire  of 
displacing  much,  if  anything,  of  the  ordinary  subjects  of  study  to  give 
it  room.  The  great  value  of  manual  training  is  being  rapidly  demon- 
strated in  some  of  the  largest  cities  of  the  country,  notably  St.  Louis, 
Philadelphia,  Boston  and  New  Haven.  The  advantages  claimed  to 
result  from  the  combination  of  mental  and  manual  training,  or  in- 
struction, seem  to  have  given  a  new  impulse  toward  the  establishment 
of  like  schools  in  several  cities  of  the  country. 

"  The  work  done  in  the  manual  training  school  established  in  this 
city  at  the  beginning  of  the  school  year,  [October,  1887,]  was  very 
commendable.  During  the  year  both  sexes  were  allowed  to  engage 
in  the  work  of  the  school.  The  course  included  lessons  upon  the  use 
of  the  splitting  and  cutting-off  saws,  the  different  bench  planes;  the 
making,  testing  and  use  of  the  miter  box ;  common  and  blind  dove- 
tailing, mortises  and  tenons,  key  tenons,  etc. 

"One  question  which  meets  us  on  engaging  in  this  work  is,  how  to 
find  the  time  for  it  ?  In  some  cities  the  pupils  are  taken  in  school 
hours  from  the  regular  schools  by  delegations,  and  sent  to  the  build- 
ing where  this  class  of  education  is  carried  on.  Such  a  plan  has  seri- 
ous objections,  because  it  must  of  necessity  cause  an  interruption  of 
the  regular  studies. 

u  Such  schools  are  largely  experimental.  What  is  needed  then  it 
seems,  is  not  experiment  but  the  broad  reality.  These  new  lessons  it 
seems  to  me,  should  be  given  in  harmony  with  some  existing  course. 
With  this  end  in  view,  a  course  of  study  has  been  arranged  by  a  com- 
mittee of  the  boarl  of  education  appointed  for  that  purpose,  laying 
out  the  work  for  a  three  years'  course.  As  the  benefits  of  this  school 
could  be  obtained  by  only  those  who  had  entered  the  high  school,  it 
was  thought  wise  to  include  in  it  those  pupils  in  the  eighth  grade  of 
the  district  schools  who  might  desire  to  take  the  course  prescribed, 
instead  of  continuing  in  the  grammar  schools.  The  course  of  study 
was  accordingly  arranged  and  fitted  to  pupils  of  this  class  and  age. 


INDUSTRIAL  EDUCATION  COMMISSION.  165 

"  It  seems  to  me  that  ne:ther  teachers,  parents  nor  pupils  should  get 
the  impression  that  there  is  or  should  be  the  least  rivalry  between  the 
lessons  from  text  books  and  those  from  things.  There  may  be  cases 
where  the  unambitious  pupils  may  think  that  this  course  of  study 
promises  less  work  and  equal  improvement  and  gain.  That  such  will 
not  be  found  to  be  the  case  is  most  certain.  Anything  like  conflict 
between  the  new  school  and  its  methods  and  the  old,  must  result  in 
injury  to  both.  Let  each  be  given  a  dignified  place  of  its  own  dur- 
ing the  school  day,  each  have  its  patronage,  and  the  pupils  of  each 
have  a  keen  relish  for  the  work  as  provided,  and  the  success  of  each, 
I  believe,  is  abundantly  assured. 

u  As  this  school  will  probably  be  opened  when  the  addition  to  the 
high  school  is  completed,  the  number  of  those  attending  the  three 
highest  classes  in  the  district  schools,  who  desire  to  attend  this  school, 
was  ascertained  through  ths  principals  of  the  different  grammar 
schools  of  the  city.  Cards  were  sent  to  the  parents  of  these  pupils, 
and  it  was  found  that  nearly  eighty  were  returned,  giving  the  sanc- 
tion of  the  parents  to  the  statement  that  their  sons  might  enter  on 
the  course  prescribed  for  this  school. 

u  The  work  of  the  past  year,  while  not  entirely  experimental,  was 
carried  on  somewhat  for  the  purpose  of  ascertaining  the  feeling  in 
the  community  in  regard  to  the  establishment  of  such  a  school. 

u  During  the  past  year  both  sexes  were  allowed  the  privileges  of  the 
school.  It  was  however,  deemed  advisable  to  restrict  the  enrolment 
in  the  school  to  boys  only,  as  the  plan  of  work  adopted  would  in  the 
main  preclude  the  enrolment  of  girls  in  the  school.  We  believe  the 
plan  adopted  by  the  board  of  education  will  do  much* to  aid  in  remov- 
ing the  prejudice  which  may  exist  in  the  minds  of  sometagainst  such 
a  department  of  instruction,  since  the  aim  of  the  school  will  be,  not 
so  much  to  teach  trades  as  to  prepare  pupils  for  a  greater  proficiency 
in  trades,  should  they  conclude  to  become  mechanics.  To  teach  boys 
the  use  of  tools,  and  to  instruct  them  that  the  eye  and  the  hand  may 
work  together,  is  greatly  increasing  their  equipment  for  the  practical 
duties  and  work  of  life." 

The  early  history  of  the  work  is  freely  given  in  the  following  report 
of  the  superintendent  of  manual  training: 

THE  BEGINNING. 

About  the  1st  of  last  October  [1887]  a  room  in  the  basement  of 
the  high  school  building  had  been  fitted  up  with  benches,  tools  and 
other  necessary  appliances  to  accommodate  forty-eight  pupils  in  wood 
work.  On  canvassing  the  high  school  it  was  found  that  about  twice 
that  number  wished  to  avail  themselves  of  the  practice  in  this  depart- 
ment, so  that  accommodations  were  immediately  made  for  ninety-six 
pupils.  Eight  classes  of  twelve  each  were  formed — five  of  boys  and 
three  of  girls.  The  pupils  took  hold  of  the  work  with  much  enthusi- 


166  REPORT  OP  THE 

asm  and  in  most  cases  the  interest  still  continues  unabated.  The 
work  in  this  department  at  present  does  not  take  the  place  of  or 
encroach  upon  the  time  of  any  other  department  but  is  really  extra 
work  which  is  done  during  the  hours  usually  devoted  to  recreation. 
Only  two  of  the  classes  practice  during  the  regular  school  hours,  the 
other  six  reporting  in  the  afternoon  from  1:30  to  4:3^.  The  boys' 
classes  each  have  two  lessons  of  one  and  one  half  hours  each  and  the 
girls  one  lesson,  of  same  duration,  per  week.  Manual  training  is 
optional,  but  after  a  pupil  has  chosen  it  he  cannot  leave  off  without 
presenting  a  note  from  his  parents. 

THE  COURSE  OP  STUDY. 
The  following  is  a  synopsis  of  the  course  being  pursued : 

(  try-square, 

gauge, 
|  dividers, 

I.  Exercises  in  methods  of  holding  1  bevel, 
and  using,  ]  saw, 

mallet, 

chisel, 

t  plane. 


instructor,  I  MtadT&M 

{cylinders, 
spindles, 
handles, 
rosettes, 
x  etc. 

(  miter  lap  joint, 
dovetail  joint, 


IV.  Advanced  frame  work  in  various 
kinds  of  wood,  from  drawings 
made  by  the  pupils, 


V.  Small  articles,  embracing, 


lap  dovetail  joint, 
methods  of  scarfing, 
keyed  joints, 
double  dovetail  puzzle, 
I  etc. 

frame  work, 
nail  driving, 
turning, 


jig-sawing,         C    boot  black's  box, 
etc.,  <   cannon  on  trucks, 

(    wind-mill,  etc. 
sawing, 
turning, 

VI.  Cabinet  work  in  hard  wood,  em- !  framing, 
bracing,  I  carving, 

paneling,  C    brackets, 

(  etc.,  <    foot-rests, 

(    wall  pockets,  etc. 

Each  boy  is  required  to  do  every  piece  of  Nos.  I,  II  and  III. 
In  Nos.  IV,  Y  and  VI  the  pupils  do  not  all  do  the  same  kind  of 
work  but  are  given  woik  which  will  suit  their  individual  ability  and 
taste  to  some  extent.  During  the  course  the  pupils  take  turns  at  the 
drafting  board  where  they  make  working  drawings  from  sketches  pre- 
viously brought  in  of  objects  to  be  afterwards  worked  out  in  wood. 
This  work  is  by  no  means  intended  to  take  the  place  of  the  work  in 
the  drawing  room  but  is  intended  to  supplement  it  with  work  devel- 
oping certain  functions  of  the  mind  and  teaching  certain  practical 


INDUSTRIAL  EDUCATION  COMMISSION.  167 

methods  which  that  cannot  do.  A  pupil  is  asked  to  make  a  sketch  of 
his  most  approved  pattern  of  a  box  on  which  to  black  his  boots.  This 
sets  him  to  thinking.  After  he  has  the  idea  it  often  puzzles  him  to 
put  it  on  paper  in  good  form.  After  an  intelligible  sketch  he  makes 
a  working  drawing  to  scale  and  later  the  object  in  wood.  He  takes 
pride  in  the  box  because  it  is  his  own  design  and  he  will  put  his  best 
work  into  it. 

From  time  to  time  during  the  course  talks,  illustrated  as  far  as  pos- 
sible, are  given  on  subjects  connected  with  or  suggested  by  the  work, 
e.  g.,  uses  of  and  methods  of  obtaining  shellac,  glue,  turpentine,  rosin, 
etc.,  also  history  of  saws,  a  glance  at  methods  of  obtaining  and  com- 
mon properties  of  iron  and  steel,  etc. 

The  course  for  the  girls  is  made  up  of  No.  I,  of  the  above  with  the 
exception  of  the  use  of  the  plane,  a  lesson  in  nail  driving,  modelling 
of  simple  ornamental  forms  in  clay  and  carving  the  same  in  wood. 
Each  pupil  is  given  the  opportunity  of  selecting  some  object  to  orna- 
ment with  wood  carving.  If  approved  by  the  instructor,  the  pupil  is 
permitted  to  make  working  da-awing  and  clay  model  of  the  ornamental 
parts  and  then  carve  the  same  in  wood. 

WORK  ALREADY  ACCOMPLISHED. 

The  pupils  have  all  finished  No.  I,  of  the  above  synopsis,  having 
made  over  two  hundred  pieces.  The  boys  are  well  along  in  No.  II, 
having  completed  about  one  hundred  and  sixty  pieces  already.  They 
have  also  begun  No.  III.  Besides  No.  I,  the  girls  have  had  the  ex- 
ercise in  nail  driving  (about  seventy  pieces)  and  several  are  now 
modelling  in  clay.  About  fifty  drawings  and  sketches  have  been 
handed  in. 

THE  FUTURE  WORK. 

No  definite  plans  have  yet  been  made  for  next  year's  work  in  this 
department.  The  subject  is  under  careful  consideration  by  the  manual 
training  committee  and  some  definite  plan  is  hoped  for  soon.  The 
proposed  three  years'  course  for  boys  comprising  English,  mathematics, 
science,  drawing  and  manual  training  is  now  being  laid  out ;  also,  an 
estimate  of  the  cost  of  the  necessary  equipment  is  being  made.  The 
manual  training  in  such  a  course  would  occupy  the  pupil  two  hours 
per  day  and  would  include  both  wood  and  iron  work.  The  endeavor, 
I  think,  should  be  to  graduate  boys  with  as  thorough  a  knowledge  of 
the  branches  taken  up  as  boys  have  who  are  graduated  at  any  manual 
training  school  in  the  country,  but  at  first  it  might  not  be  practicable 
to  take  so  many  branches  of  the  work,  e.  g.,  it  would  not  be  possible 
to  do  any  extended  forge  or  foundry  work  in  the  high  school  build- 
ing; but  we  could  have  a  very  thorough  and  practical  course  in  wood 
and  machine  tool  work  which  are  the  most  important.  The  drawing 
for  the  pupils  in  this  course  should  be  carried  beyond  the  present  high 


168  REPORT  OF  THE 

school  course  and  should  be  under  the  direction  of  the  superintendents 
of  manual  training.  Pupils  taking  any  other  coarse  in  the  high  school 
should  also  have  an  opportunity,  as  they  do  now,  to  take  manual 
training  as  an  extra  study  twice  per  week.  The  course  for  these  would 
necessarily  be  much  more  limited  than  for  those  taking  the  regular 
manual  training  school  course,  but  would  give  them  much  training  and 
practical  knowledge. 

Quoting  from  "A  Plea  for  the  training  of  the  Hand,"  by  President 
Oilman,  of  John  Hopkins  University,  uthe  value  of  manual  training 
as  a  method  of  improving  the  brain  and  nervous  system,  or,  in  other 
words,  our  thinking  apparatus,  must  be  acknowledged.  *  *  * 
The  importance  of  carrying  forward  manual  training  simultaneously 
with  all  other  educational  processes  must  not  be  lost  sight  of,  so  that 
the  brain  shall  be  taught  simultaneously  by  the  eye  through  the 
printed  page  and  through  every  variety  of  object  lesson,  by  the  hand 
in  measuring,  matching,  marking  and  making.  *  *  *  * 
Manual  training  is  an  essential  part  of  a  good  education,  whether  that 
education  be  restricted  to  the  common  school  or  carried  on  to  the 
highest  discipline  of  technical  schools  and  universities."  Coupling 
the  above  quotation  with  the  fact  that  many  of  our  public  school 
pupils  leave  school  before  they  are  sufficiently  advanced  to  enter  the 
high  school,  and  at  the  same  time  remembering  that  these  would  be 
greatly  aided  in  gaining  a  livelihood  by  having  even  a  limited  course 
of  manual  training,  I  think  we  cannot  fail  to  see  the  importance  of 
placing  manual  training  within. the  reach  of  grammar  as  well  as  high 
school  pupils.  In  the  primary  grades  we  have  drawing  and  applied 
kindergarten  work,  and  in  the  grammar  grades  drawing  ;  but,  quoting 
again  from  President  Oilman  on  this  subject,  "  Something  more  than 
drawing  is  needed,  fundamental  as  drawing  is."  Give  the  boys  an 
opportunity  to  take  a  course  in  wood  work,  and  the  girls  a  chance  to 
learn  plain  sewing.  Judging  from  the  experience  of  others,  they  can 
take  this  manual  training  three  or  four  hours  per  week  and  yet  not 
neglect  in  the  least  their  other  studies. 

(Signed)     CHARLES  A.  BENNETT. 

ST.  PAUL,  MINN.,  January  25,  1888. 

The  following  letter  from  Mr.  Bennett  continues  the  record,  with 
some  additional  observations  : 

ST.  PAUL,  MINN.,  October  10,  1888. 

u  Last  year  $500  was  appropriated  to  fit  up  a  small  shop.  This  year 
$2,000  has  been  appropriated  to  equip  shops  for  the  new  school.  We 
are  located  in  the  high  school  building,  but  our  school  is  entirely  sep- 
arate from  the  high  school  in  other  respects  this  year.  Just  now  we 
are  working  under  many  disadvantages,  being  obliged  to  have  our 
school  in  the  afternoon  in  the  rooms  where  the  high  school  pupils 


INDUSTRIAL  EDUCATION  COMMISSION.  169 

were  in  the  forenoon.  In  about  a  month,  when  the  new  addition  to 
the  building  is  completed,  we  shall  have  six  good  rooms.  This  year 
we  shall  not  have  metal  work,  but  we  have  a  large  room  which  we 
hope  to  fit  up  for  that  purpose  next  year.  At  present  we  are  having 
the  machinery  for  wood  work  put  in  place. 

"Regarding  the  attitude  of  the  public  toward  the  matter,  I  think  I 
can  safely  state  that  we  have  the  hearty  support  of  every  one  that 
knows  the  scope  of  our  work  and  of  many  who  do  not.  Although  the 
press  has  done  its  part,  it  is  true  that  many  are  still  ignorant  of  the 
real  object  of  our  school.  We  are  aware  that  our  school  differs  from 
those  of  some  of  our  western  sisters  and  eastern  cousins,  but  we  have 
studied  the  matter  quite  carefully  and  at  last  have  taken  a  decided 
step.  Many  of  the  ideas  expressed  in  our  reports  of  one  year  ago  are 
not  our  ideas  to-day,  as  you  will  see  by  the  course  of  study  adopted." 

COURSE  OF  STUDY — (For  Boys  Only). 

In  high  school  building  pupils  are  received  from  all  parts  of  the  city 
from  eighth  grade. 

COURSE  OF  STUDY. 

FIRST  YEAR. 
First  Term.—  Arithmetic,  United  States  History,  English  Grammar,  Drawing  one 

hour  per  day,  Shop  Work  two  hours  per  day. 

Second  Term. — Arithmetic,  United  States  History,  English  Grammar,  Drawing  one 
hour  per  day,  Shop  Work  two  hours  per  day. 

SECOND   YEAR. 

First  Term.— Algebra,    English  Composition  or  Latin,  Physiology,  Drawing  one 

hour  per  day,  Shop  Work  two  hours  per  day. 

Second  Term. — Algebra,  English  Composition  or  Latin,  Physical  Geography,  Draw- 
ing one  hour  per  day,  Shop  Work  two  hours  per  day. 

THIRD   YEAR. 

First  Term. — Geometry,  History  or  Latin,  Physics,  Book-keeping,  Drawing  one  hour 

per  day,  Shop  Work  two  hours  per  day. 
Second  Tarm.—  Geometry,  History  or  Latin,  Physics,  Book-keeping,  Drawing  one 

hour  per  day,  Shop  Work  two  hours  per  day. 

Latin  is  an  optional  study  in  the  course,  to  meet  the  requirements  of  technological 
schools  which  many  of  our  graduates  would  seek  to  enter.    The  following  is  an  out- 
line of  the  work  in  drawing  and  shop  work  for  the  three  years  covered  by  the  fore~ 
going  course  of  study  : 

DRAWING  AND  SHOP  WORK. 

FIRST  YEAR. 
Drawing,  Free-hand. — 3  periods  per  week  : 

(a)  Brief  review  of  elementary  work  in  straight  and  curved 

lines. 

(b)  Projection    (orthographic)    and  practical  sketching  of 

work  done  in  shop,  giving  dimensions. 

(c)  Design,   principles  of,  with  work  especially  adapted  to 

wood  carving. 
Mechanical.— 2  periods  per  week  : 

(a)  Use  of  instruments ;  geometrical  problems  with  applications. 

(b)  Working  drawings  of  exercises  in  shop.  etc. 

Shop  Work.—  In  carpenter  shop,  proper  care  and  use  of  tools  ;  carpentry,  joining, 
wood  carving. 


170  REPORT  OP  THE 

SECOND   YEAR. 

Drawing,  Free-hand.—  2  periods  per  week  : 

(a)  Principles  of  perspective. 

(b)  Object  and  model  drawing. 

(c)  Shading. 
Mechanical.— 3  hours  per  week  : 

(a)  Developments  and  sections. 

(b)  Orthographic  and  isometric  projections  and  shadows. 

(c)  Elements  of  machine  construction. 

Shop  Work. — In  pattern  shop,  wood  turning,  pattermaking,  care  and  use  of  such 
wood-working  machinery  as  lathe,  planer,  circular  saw,  jig  saw,  band 
saw,  molding  and  casting  in  soft  metal. 

THIRD   YEAR. 

Drawing,  Free-hand. — 1  period  (or  hour)  per  week  : 

(a)   Pen  and  ink  or  pencil  sketches  of  machinery. 
Mechanical. — 4  periods  per  week  : 

(a)  Machine  construction. 

(b)  Elementary  machine  design. 

(c)  Elementary  building  construction. 

Shop  Work.—  In  the  machine  room,  chipping,  filing,  drilling,  turning,  milling,  fit- 
ting, setting  up,  care  and  management  of  steam  engines  and  boilers. 

This  account  of  the  school  may  be  properly  supplemented  by  the 
following  report  from  the  Committee  on  Manual  Training,  presented 
to  the  Board  of  Education  of  St.  Paul,  Minnesota,  on  February  6, 1888, 
and  adopted  by  the  Board  : 

"This  report  does  not  assume  to  be  a  dogmatic  answer  to  the  many 
difficult  questions  which  attend  the  introduction  of  manual  training 
into  courses  of  study  for  public  schools — indeed  the  various  and  con- 
flicting opinions  of  members  of  the  committee  limit  the  extent  of  the 
common  ground  upon  which  they  could  agree.  Its  design  is  to  direct 
public  attention  to  what  the  board  purposes  to  do  in  this  department 
in  the  future,  and  to  elicit  public  discussion  from  which  good  may 
come. 

uln  the  beginning  it  is  assumed. that  there  is  entire  unanimity  as  to 
the  desirability  of  making  the  instruction  of  the  schools  practical,  and 
that  there  is  a  strong  public  sentiment  in  favor  of  manual  training  as 
a  part  of  the  course  of  study,  although  differences  of  opinion  may  ex- 
ist as  to  the  best  means  for  coordinating  the  new  with  the  old  and 
traditional  training  now  in  vogue.  The  thought  for  some  time  seems 
to  have  been  prevalent  that  our  schools  have  too  much  to  do  with 
words  and  the  memorizing  of  symbols,  and  too  little  to  do  with  things ; 
that  the  education  of  our  youth  should  include  a  training  to  express 
thought  by  the  labor  of  the  hand  as  well  as  to  express  it  by  language. 
Coinciding  in  these  views,  the  committee  gave  little  thought  to  the 
question  of  the  desirability  of  giving  our  pupils  an  opportunity  for 
manual  training — indeed,  the  work  already  in  progress  had  decided 
that  question  for  our  city — but  passed  at  once  to  the  consideration  of 
the  best  means  to  accomplish  the  end  decided  to  be  desirable. 

"We  find  that  a1  present  a  room  in  the  basement  of  the  high  school 
has  been  fitted  up  with  benches,  tools,  and  necessary  appliances  to 


INDUSTRIAL  EDUCATION  COMMISSION.  171 

accommodate  pupils  in  wood  work.  That  pupils  of  the  high  school — 
five  classes  of  boys  and  three  of  girls,  numbering  twelve  pupils  each — 
are  admitted,  the  boys  taking  two  lessons  of  one  and  one- half  hours 
each,  and  the  girls  one  lesson  of  the  same  duration  per  week.  The 
committee  were  unanimously  of  the  opinion  that  two  mistakes  had 
been  made  in  the  experiment  commenced  last  September.  One  in 
attaching  it  to  the  high  schools  as  a  department  where,  before,  courses 
of  study  were  full,  and  thus  making  work  here  additional  to  that  which, 
in  the  judgment  of  some,  was  already  too  heavy.  Manual  training, 
if  introduced  properly  into  our  schools,  must  take  the  place  of  some- 
thing less  important  and  practical.  One  or  two  lessons  per  week  in 
shop  work,  taken  by  pupils  who  are  already  pursuing  an  exacting 
course  of  study,  will  scarcely  meet  the  end  proposed  by  the  friends  of 
the  new  education.  As  now  in  operation,  the  manual  experiment  has 
little  opportunity  for  future  development  or  increased  usefulness. 

u  It  seemed,  too,  that  the  appropriate  training  for  the  girls  was  in  the 
line  of  household  duties,  the  art  of  cooking  and  the  use  of  woman's 
'  universal  implement,'  the  needle,  rather  than  the  tools  of  the  car- 
penter's bench. 

"  As  to  the  ultimate  future  of  the  movement  which  is  finding  expres- 
sion in  many  manual  experiments  in  the  school  systems  of  our  larger 
cities,  it  is  believed  that  courses  of  study  will  be  modified,  that  much 
that  is  unnatural  will  give  place  to  rational  training.  Primary  schools 
will  train  children  to  observe  and  express  their  notions  in  clay  and 
with  the  pencil,  as  well  as  abstractedly  in  language.  This  will  be  the 
manual  training  of  the  primary  grades.  In  schools  between  the  pri- 
mary and  the  high  school  there  will  be  less  drill  in  the  technicalities 
of  grammar,  less  memorizing  of  the  details  of  geography,  less  puzzling 
over  abstractions  and  more  teaching  which  shall  bring  pupils  into 
contact  with  material  things  and  forces,  and  which  shall  give  them 
ability  not  only  to  express  thought  by  language,  but  by  the  graphic 
and  creative  work  of  the  hand.  This  will  be  the  manual  training  of 
these  intermediate  grades.  Then  would  come  the  manual  training 
school,  which  would  admit  pupils  from  the  eighth  or  even  a  lower 
grade  if  experience  should  show  it  to  be  desirable,  but  at  least  at  an 
age  when  they  could  profitably  take  up  the  work  of  the  school.  In 
this  school  pupils  who  desire  to  advance  on  this  line  rather  than  to 
enter  the  high  school,  would  take  a  three  years'  course  of  study,  in- 
cluding the  studies  of  English,  mathematics  and  science,  with  two 
hours'  shop  work  per  day  and  one  hour  instruction  in  drawing. 

;'  The  foregoing  is  an  outline  of  what,  in  the  judgment  of  the  writer 
of  this  report,  should  ultimately  grow  out  of  our  experiment  in  manual 
training  for  the  benefit  of  the  boys,  although  upon  all  points  the  mem- 
bers of  the  committee  were  not  in  accord.  It  is  not  a  scheme  which 
would  turn  our  public  schools  into  trade  schools.  It  would  not  revo- 
lutionize our  school  system.  It  does  not  establish  a  work- shop  in  each 


172  REPORT  OF  THE 

school  building,  but  economically  gathers  from  all  the  schools  those 
of  a  proper  advancement  who  desire  to  complete  the  course  in  one 
school  where  mental  and  manual  training  go  on  together.  It  answers 
those  who  ask:  Should  not  manual  training  be  a  part  of  a  good  edu- 
cation, whether  that  education  be  restricted  to  the  common  school,  or 
carried  to  the  highest  discipline  of  technical  schools  and  universities  ? 
by  pointing  to  the  manual  work  in  drawing,  and  applied  kindergarten 
training  of  the  primary  schools,  to  the  original  designs  and  the  con- 
structive work  in  different  materials  of  the  intermediate  grades.  It 
recognizes  the  importance  of  carry  ing  forward  manual  training  simul- 
taneously with  all  other  educational  processes,  but  provides  suitable 
training  for  different  grades,  reserving  shop  work  and  the  use  of  wood 
and  machine  tools  for  pupils  who  have  completed,  or  nearly  com- 
pleted the  grammar  school  course. 

u  In  accordance  with  the  ideal  thus  presented  there  would  be  no 
necessity  of  large  expenditures.  The  present  facilities,  with  those  that 
will  be  furnished  by  the  addition  to  the  high  school,  now  in  process  of 
erection,  will  answer  for  the  present,  and  the  ideal  manual  training 
school  will  be  a  natural  growth  and  development  of  the  work  now  in 
progress,  if  it  be  properly  fostered. 

"  Having  presented  a  possible  though  somewhat  distant  future  of  the 
work  under  the  charge  of  the  committee,  we  desire  to  present  our 
recommendation  affecting  its  more  immediate  outlook.  For  the  re- 
mainder of  the  present  school  year,  we  recommend  the  continuance 
of  the  present  order  of  things.  We  recommend  that  this  committee 
be  authorized  to  prepare  and  submit  a  course  of  study  covering  a 
period  of  three  years,  to  include  the  studies  of  English,  mathematics, 
science,  drawing  and  shop  work,  that  at  the  end  of  the  present 
school  year,  pupils  who  have  finished  the  work  of  the  grammar  schools, 
may  be  admitted  to  either  the  high  school  or  the  manual  training 
school;  that  the  manual  training  school  for  the  present  be  located  in 
the  basement  of  the  high  school  building,  its  pupils  reciting  in  English, 
mathematics  and  science,  in  the  same  classes  and  to  the  same  teachers 
as  the  pupils  of  the  high  school. 

ult  seems  important  to  the  writer  of  this  report  that  there  should  be 
no  organic  connection  between  the  high  school  and  the  manual  train- 
ing school.  Such  a  connection  would  hamper  the  latter  in  its  devel- 
opment. If  experience  should  show  that  it  would  be  best  to  admit 
pupils  to  the  manual  training  school  from  lower  grades  than  those  of 
the  grammar  schools,  the  change  could  then  be  made  without  dis- 
turbing the  gradation  of  the  high  school. 

u  With  regard  to  special  training  for  girls,  awaiting  definite  results 
from  cities  where  expensive  experiments  are  in  progress,  the  commit- 
tee recommends  that  for  the  present  the  board  rests  the  matter  with 
the  general  training  given  to  all  the  pupils,  both  boys  and  girls,  of  the 
grade  schools." 


INDUSTRIAL  EDUCATION  COMMISSION.  173 


XIII.  MISSOURI. 

St.  Louis  Manual  Training  School. 

This  institution  is  the  pioneer  among  special  manual  training  schools 
in  the  United  States,  and  has  held  high  rank  from  the  first.  The 
ordinance  establishing  it,  was  adopted  by  the  board  of  directors  of  the 
Washington  University,  June  6,  1879,  and  the  school  was  opened 
September  6,  1880. 

Article  II  of  the  ordinance  declares  that  "  Its  object  shall  be  in- 
struction in  mathematics,  drawing  and  the  English  branches  of  a  high- 
school  course,  and  instruction  and  practice  in  the  use  of  tools.  The 
tool  instruction,  as  at  present  contemplated,  shall  include  carpentry, 
wood  turning,  patternmaking,  iron  chipping  and  filing,  forge  work, 
brazing  and  soldering,  the  use  of  machine  shop  tools  and  such  other 
instruction  of  a  similar  character  as  may  be  deemed  advisable  to  add 
to  the  foregoing  from  time  to  time. 

"  The  students  will  divide  their  working  hours,  as  nearly  as  possi- 
ble, equally  between  mental  and  manual  exercises/' 

The  object  of  the  work  in  general  is  thus  stated  by  Mr.  Woodward, 
the  able  and  successful  director  :  "All  the  shop  work  is  disciplinary  ; 
special  trades  are  not  taught,  nor  are  articles  manufactured  for  sale  ; 
as  a  rule  the  products  of  the  shop  have  no  value  except  as  exercises, 
illustrating  typical  forms  and  methods. 

"  The  object  of  the  school  is  education  and  none  of  the  class  exercises, 
whether  in  the  shop,  the  drawing  or  the  recitation  room,  can  be  sup- 
posed to  have  any  pecuniary  value.  The  most  instructive  tasks  have 
no  outcome  except  in  the  intelligence  and  skill  of  the  student  himself. 

"The  scope  of  any  trade  is  too  narrow  for  educational  purposes 
Manual  education  should  be  as  broad  and  liberal  as  intellectual.  A 
shop  which  manufactures  for  the  market  and  expects  a  revenue  from 
the  sale  of  its  products,  is  necessarily  confined  to  salable  work,  and  a 
systematic  and  progressive  series  of  lessons  is  impossible,  except  at 
great  cost.  If  the  object  of  the  shop  is  education.,  a  student  should 
be  allowed  to  discontinue  any  task  or  process  the  moment  he  has 
learned  to  do  it  well.  If  the  shop  were  intended  to  make  money,  the 
students  would  be  kept  at  work  on  what  they  could  do  best,  at  the 
expense  of  breadth  and  versatility.  In  a  factory  intellectual  life  and 
activity  is  not  aimed  at;  its  sole  object  is  the  production  of  articles 
for  the  market.  In  a  manual  training  school  everything  is  for  the 
benefit  of  the  boy ;  he  is  the  most  important  thing  in  the  shop  ;  he  is 
the  only  article  to  be  put  upon  the  market. 

"  Even  in  manual  education  the  chief  object  is  mental  development 


174  REPORT  OF  THE 

and  culture.  Manual  dexterity  is  but  the  evidence  of  a  certain  kind 
of  mental  power;  and  this  mental  power,  coupled  with  a  familiarity 
with  the  tools  the  hand  uses,  is  doubtless  the  only  basis  of  that  sound 
practical  judgment  and  ready  mastery  of  material  forces  and  problems 
which  always  characterizes  one  well  fitted  for  the  duties  of  active, 
industrial  life.  Hence  the  primary  object  is  the  acquirement  of  that 
mental  clearness  and  intellectual  acumen  which  is  the  natural  out- 
growth of  logical  processes  fully  comprehended  and  intelligently 
executed.  This  thoughtful  activity  results  in  skill  in  the  use  of  tools 
and  materials.  The  production  of  specific  articles  is  a  secondary  and 
far  inferior  consideration.  Moreover  the  training  must  be  general, 
that  its  possible  economic  application  may  have  the  widest  range ; 
we  therefore  abstract  all  the  mechanical  processes  and  manual  arts 
and  typical  tools  of  the  trades  and  occupations  of  men,  and  arrange  a 
systematic  course  of  instruction  in  the  same.  Thus,  without  teaching 
any  one  trade,  we  teach  the  essential  mechanical  principles  of  all. 

"Accordingly,  the  shop  training  is  gained  by  regular  and  carefully 
graded  lessons  designed  to  cover  as  much  ground  as  possible,  and  to 
teach  thoroughly  the  uses  of  ordinary  tools.  This  does  not  imply  the 
attainment  of  sufficient  skill  to  produce  either  the  fine  work  or  ex- 
hibit the  rapidity  of  the  skilled  mechanic. 

ktThe  manual  training  school  is  not  an  asylum  for  dull  or  lazy 
boys.  It  clearly  recognizes  the  preeminent  value  and  necessity  for 
intellectual  development  and  discipline.  In  presenting  some  novel 
features  in  its  course  of  instruction,  the  managers  do  not  assume  that 
in  other  schools  there  is  too  much  intellectual  and  moral  training,  but 
that  there  is  too  little  manual  training  for  ordinary  American  boys. 
This  school  exacts  close  and  thoughtful  study  with  tools  as  well  as 
books.  It  proposes  by  lengthening  the  usual  school  day  a  full  hour, 
and  by  abridging  somewhat  the  number  of  daily  recitations,  to  find 
time  for  drawing  and  tool  work,  and  thus  to  secure  a  more  liberal, 
intellectual  and  physical  development — a  more  symmetrical  educa- 
tion. 

u  4  Manual  training  is  essential  to  the  right  and  full  development 
of  the  human  mind.'  Certain  intellectual  faculties,  such  as  observa- 
tion and  judgment  in  inductive  reasoning  cannot  be  properly  trained 
except  through  the  instrumentality  of  the  hand.  Manual  training 
cultivates  the  judgment  rather  than  the  memory. 

"  In  a  manual  training  school  properly  so  called,  no  attempt  is  made 
to  cultivate  dexterity  at  the  expense  of  thought.  No  mere  sleight-of- 
hand  is  aimed  at,  nor  is  muscular  exercise  of  ilself  held  to  be  of 
educational  value.  An  exercise  whether  wifh  tools  or  with  books  is 
valuable  only  in  proportion  to  the  demand  it  makes  upon  the  mind 
for  intelligent,  thoughtful  work.  In  the  school  shop  the  stage  of 
mechanical  habit  is  never  reached.  The  only  habit  actually  acquired 
is  that  of  thinking.  No  blow  is  struck,  no  line  drawn,  no  motion 


INDUSTRIAL  EDUCATION  COMMISSION.  175 

regulated,  from  muscular  habit.  The  quality  of  every  act  springs 
from  the  conscious  will  accompanied  by  a  definite  act  of  judgment. 
Such  a  limited  training  cannot,  of  course,  produce  a  high  degree  of 
manual  skill. 

"  We  have  distinctly  stated  that  our  pupils  do  not  become  skilled 
mechanics,  nor  do  we  teach  them  the  full  details  of  a  single  trade. 
The  tools  whose  theory,  care  and  use  we  teach  are  representative,  and 
the  processes  employed  just  far  enough  to  make  every  step  clear  and 
experimentally  understood,  equally  underlie  a  score  of  trades.  By 
the  words,  experimentally  understood,  is  meant  that  it  is  not  enough 
to  know  that  a  certain  outline  is  to  be  produced  or  a  certain  adapta- 
tion is  to  be  secured,  but  one  must  know  just  the  forces  to  be  directed, 
the  motions  needed,  and  in  their  order,  and  all  as  the  result  of  the 
closest  attention  and  steady  intellectual  activity. 

u  It  occasionally  happens  that  students  who  have  special  aptitudes 
in  certain  directions  find  great  difficulty  in  mastering  subjects  in  other 
directions.  In  such  cases  it  is  often  the  best  course  to  yield  to  natu 
ral  tastes,  and  to  assist  the  student  in  finding  his  proper  sphere  of 
work  and  study.  A  decided  aptitude  for  handicraft  is,  sometimes, 
coupled  with  a  strong  aversion  to  and  unfitness  for  literary  work 
which  largely  taxes  the  memory.  There  can  be  no  doubt  that,  in 
such  cases,  more  time  should  be  spent  in  the  laboratory,  and  less  in 
the  library  and  recitation  room.  On  the  other  hand,  great  facility  in 
the  acquisition  and  use  of  language  is  often  accompanied  by  a  great 
lack  of  either  mechanical  interest  or  power.  When  such  a  basis  is 
discovered,  the  lad  should  unquestionably  be  sent  to  his  grammar  and 
dictionary  rather  than  to  the  laboratory  or  drafting -room.  It  is  con- 
fidently believed  that  the  developments  of  this  school  will  prevent 
those  serious  errors  in  the  choice  of  a  vocation  which  often  prove  so 
fatal  to  the  fondest  hopes. 

"One  great  object  of  the  school  is  to  foster  a  higher  appreciation 
of  the  value  and  dignity  of  intelligent  labor,  and  the  worth  and 
respectability  of  laboring  men.  A  boy  who  sees  nothing  in  manual 
labor  but  mere  brute  force,  despises  both  the  labor  and  the  laborer. 
With  the  acquisition  of  skill  in  himself,  comes  the  ability  and  willing, 
ness  to  recognize  skill  in  his  fellows.  When  once  he  appreciates  skill 
in  handicraft,  he  regards  the  skilful  workman  with  sympathy  and  re- 
spect. 

;'  Again,  it  is  highly  desirable  that  a  larger  proportion  of  intelligent 
and  well  educated  youth  should  devote  their  energies  to  manual  pur- 
suits or  to  the  development  of  mechanical  industries,  both  for  their 
own  sakes  and  for  the  sake  of  the  occupations  and  for  society. 

"  Undoubtedly  the  common  belief  is,  that  it  requires  no  great 
amount  of  brains  or  intelligence  to  be  a  mechanic  ;  and  those  who  go 
through  ordinary  higher  schools  are  not  expected  by  their  teachers  to 
be  mechanics.  Every  bright  farmers  boy,  every  gifted  son  of  a  me- 


176  REPORT  OF  THE 

chanic,  if  he  but  stay  in  school,  is  sure  to  be  stolen  away  from  the  oc- 
cupation of  his  father  and  led  into  the  ranks  of  the  'learned  profes- 
sions.' 

"  This  loss  of  the  best  minds,  and  the  lack  of  the  results  of  a  gener- 
ous education  does  much  to  give  color  to  popular  prejudice,  and  to 
keep  down  mechanic  arts  in  the  estimation  of  all.  This  result  is  most 
unfortunate  for  society.  It  creates  distinctions  which  ought  not  exist, 
and  gives  rise  to  false  estimates  of  the  comparative  value  of  the  vari- 
ous kinds  of  intellectual  culture.  'The  successful  conduct  of  any 
business  demands  and  develops  a  special  scholarship,  which  is  not 
less  valuable  as  a  means  of  discipline  because  it  is  useful  as  a  source 
of  wealth.  The  business  man  may  be  narrow,  but  so  may  the  scholar  ; 
and  in  either  case,  the  narrowness  results  not  so  much  from  the  ne- 
cessities of  the  vocation,  as  from  the  character  of  the  man.' 

"  Hitherto,  men  who  have  cultivated  their  minds  have  neglected 
their  hands ;  and  those  who  have  labored  with  their  hands  have  found 
no  opportunity  to  cultivate  their  brains.  The  crying  demand  to  day  is 
for  intellectual  combined  with  natural  training.  It  is  this  want  that 
this  school  aims  to  supply.  Its  motto  is : 

u  'THE  CULTURED  MIND,  THE  SKILFUL  HAND.' 

"  It  is  not  assumed  that  every  boy  who  enters  this  school  is  to  be  a 
mechanic.  Some  will  find  that  they  have  no  taste  for  manual  arts, 
and  will  turn  into  other  paths — law,  medicine,  or  literature.  Some 
who  develop  both  natural  skill  and  strong  intellectual  powers  will 
push  on  through  the  polytechnic  school  into  the  realms  of  professional 
life  as  engineers  and  scientists.  Others  will  find  their  greatest  use- 
fulness as  well  as  highest  happiness  in  some  branch  of  mechanical 
work  into  which  they  will  readily  step  when  they  leave  school.  All 
will  gain  intellectually  and  morally  by  their  experience  in  contact 
with  things.  The  grand  result  will  be  an  increasing  interest  in  manu- 
facturing pursuits,  more  intelligent  mechanics,  more  successful  manu- 
facturers, better  lawyers,  more  skilful  physicians  and  more  useful 
citizens." 

ADMISSION. 

Candidates  for  admission  to  the  first  year  class  must  be  at  least 
fourteen  years  of  age,  and  must  pass  a  good  examination  on  the  fol- 
lowing subjects : 

1.  Arithmetic,  including  the  fundamental  rules;  common  and  deci- 
mal fractions ;  the  tables  of  weights,  measures  and  their  use ;   per- 
centage ;  interest ;  and  analysis  of  miscellaneous  problems.     Candi- 
dates will  be  examined  orally  in  mental  arithmetic,  including  frac- 
tions, mixed  numbers  and  the  higher  multiplication  table. 

2.  Common  school  geography,  including  map  drawing  from  memory. 

3.  Spelling  and  penmanship. 


INDUSTRIAL  EDUCATION  COMMISSION.  I'i? 

4.  The  writing  of  good  descriptive  and  narrative  English,  with  the 
correct  use  of  capitals  and  punctuation. 

Candidates  for  the  second-year  class  must  be  at  least  fifteen  years 
of  age.  All  that  is  specified  above  will  be  required  of  them,  and,  in 
addition,  the  book  studies  of  the  first-year  class. 

Similar  requirements  apply  to  those  desiring  to  enter  the  third-year 
class. 

When  candidates  can  present  certificates  of  having  completed  a 
thorough  course  of  study  preparatory  to  a  high  school,  or  of  having 
done  satisfactory  work  in  a  high  school  or  school  of  equal  grade,  they 
may  be  admitted  either  without  examination  or  on  one  less  formal  in 
character. 

The  course  of  instruction  covers  three  years,  and  embraces  five 
parallel  lines — three  purely  intellectual,  and  two  both  intellectual 
and  manual — as  follows. 

First — A  course  of  pure  mathematics,  including  arithmetic,  algebra, 
geometry  and  plane  trigonometry. 

Second.^A.  course  in  science  and  applied  mathematics,  including 
physical  geography,  botany,  natural  philosophy,  chemistry,  mensura- 
tion and  book-keeping. 

Third. — A  course  in  language  and  literature,  including  English 
grammar,  spelling,  rhetoric,  composition,  literature,  history  and  the 
elements  of  civics  and  political  economy.  Latin  and  French  are  in- 
troduced as  electives  with  English  or  science. 

Fourth, — A  course  in  penmanship,  free-hand  and  mechanical  draw- 
ing. 

Firth. — A  course  of  tool  instruction,  including  joinery,  wood-turn- 
ing, molding,  patternmaking,  brazing,  soldering,  forging  and  bench 
and  machine  work  in  metals. 

DRAWING. 

The  course  of  drawing  embraces  three  general  divisions : 
1.  Free-hand  Drawing,  designed  to  educate  the  sense  of  form  and 
proportion,  to  teach  the  eye  to  observe  accurately;  and  to  train  the 
hand  to  rapidly  delineate  the  forms  either  of  existing  objects  or  of 
ideals  in  the  mind. 

2.  Mechanical  Drawing,  including  the  use    of  instruments  geo- 
metric construction  ;  the  arrangement  of  projection,  elevations,  plans 
and  sections;  also  the  various  methods  of  representing  shades  and 
shadows  with  pen  and  brush. 

3.  Technical    Drawing    or    Drafting*    illustrating  conventional 
colors  and  designs ;  systems  of  architectual  or  shop  drawings.     The 
drawings  required  familiarize  the  pupil  with  the  proportions  and  de- 
tails of  various  classes  of  machines  and  structures. 

12  ED.  COM. 


178  REPORT  OF  THE 

Students  have  no  option  or  election  as  to  particular  studies,  except 
as  regards  Latin  and  French  ;  each  must  conform  to  the  course  as  laid 
down  and  take  every  branch  in  its  order. 

The  arrangement  of  studies  and  shop-work  by  years  is  substantially 
as  follows : 

FIRST  YEAR. 

Arithmetic,  completed,  Algebra,  to  equations. 

Er  gli  h  language,  its  structure  and  use.  Study  of  selected  pieces.  History  of  the 
Uniied  States. 

Latin  grammar  and  reader  may  be  taken  in  place  of  English. 
Introduction  to  science.     Physical  geography,  botany. 

Drawing,  mechanical  and  free-hand.  Penmanship,  carpentry  and  joinery.  Wood- 
carving.  Wood-turning. 

SECOND  YEAR. 

Algebra,  through  quadratics.     Geometry  begun. 

Natural  Philosophy.  Experimental  work  in  the  physical  laboratory.  *  Principles 
of  mechanics. 

English  composition  and  literature.    Rhetoric.     English  History. 

Latin  [Caesar]  may  be  taken  in  place  of  English  and  history. 

Drawing,  line-shading  and  tinting  machines.  Development  of  surface,  free-hand 
detail  drawing,  isometric  projections. 

Shop-work,  forging,  drawing,  upsetting,  bending,  punching,  welding,  tempering; 
pattern  making,  casting  with  plaster,  soldering  and  brazing. 

THIRD  YEAR. 

Geometry  continued  through  plane  and  solid.     Mensuration. 

English  composition  and  literature.     Civics  and  political  economy. 

French  or  German  may  be  taken  in  place  of  English  and  history,  or  in  place  of 
the  science  study. 

Physiology.  Element  of  chemistry.  Students  who  have  taken  Latin  at  and  who 
intend  to  enter  the  Polytechnic  school  after  completing  the  course  in  this  school,  will 
take  history  in  the  place  of  physiology  and  chemistry. 

Book-keeping. 

Drawing,  brush-shading,  machine  and  architectual  drawing. 

Work  in  the  machine  shop.  Bench  work  and  litting,  turning,  drilling,  pJaning, 
screw-cutting,  etc.  Execution  of  projects. 

At  least  once  a  week  in  every  class  the  literary  work  takes  the  form 
of  reading  and  studying  classic  English  or  English  composition,  and 
the  science  study  is  omitted  to  give  more  time  for  such  work.  In  the 
lower  classes,  penmanship  takes  the  place  of  drawing  occasionally, 
according  to  needs. 

The  shop  instruction  is  given  similarly  to  laboratory  lectures.  The 
instructor  at  the  bench,  machine  or  anvil,  fully  explains  the  princi- 
ples to  be  used  or  illustrated,  and  executes  in  the  presence  of  the 
whole  class  the  day's  lesson,  giving  all  needed  information,  and  at 
times  using  the  blackboard.  When  it  is  possible,  the  pupils  make 
working  drawings  of  the  piece  or  models  to  be  executed,  and  questions 
are  asked  and  answered,  that  all  obscurities  may  be  removed.  The  class 
then  proceeds  to  the  execution  of  the  task,  leaving  the  instructor  to 

*In  connection  with  the  physical  laboratory  is  a  special  workshop  containing  work 
benches,  hand  tools,  and  two  lathes,  driven  by  a  small  upright  steam  engine  built 
by  the  class  of  1886. 


INDUSTRIAL  EDUCATION  COMMISSION.  179 

give  additional  help  to  such  as  need  it.  At  a  specified  time  the  lesson 
ceases  and  the  work  is  brought  in,  commented  on  and  marked.  It  is 
not  necessary  that  all  the  work  assigned  should  be  finished ;  the  essen- 
tial thing  is  that  it  should  be  well  begun  and  carried  on  with  reason- 
able speed  and  accuracy. 

Students  who  complete  the  course  with  credit  in  all  its  details  receive 
the  diploma  of  the  school  and  are  entitled  to  certificates  which  will 
admit  them  to  the  freshman  polytechnic  class  of  the  undergraduate 
department  without  examination,  provided  they  have  the  required 
knowledge  of  French,  German,  or  Latin  and  history. 

RESULTS. 

The  results  of  his  experience  are  thus  summarized  by  the  director 
of  the  school : 

"  The  school  is  now  in  its  eighth  year. '  From  the  start  it  has  been 
well  patronized,  and  vacant  seats  have  been  few.  The  enrolment 
shows  a  steady  increase.  The  zeal  and  enthusiasm  of  the  students 
have  been  developed  to  a  most  gratifying  extent,  extending  into  all 
departments  of  work.  The  variety  afforded  by  the  daily  programme 
has  had  the  moral  and  intellectual  effect  expected,  and  an  unusual 
degree  of  sober  earnestness  has  been  shown.  The  wholesome  moral 
effect  of  a  course  of  training  which  interests  and  stimulates  the  ardor 
of  the  student  is  most  marked.  Parents  observe  the  beneficial  influ- 
ence of  occupation.  The  suggestions  of  the  day  fill  the  mind  with 
healthy  thoughts  and  appetites  during  the  leisure  hours.  Success  in 
drawing  or  shop  work  has  often  had  the  effect  of  arousing  the  ambi- 
tion in  mathematics  and  history,  and  vice  versa.  Gradually  the 
students  acquire  two  most  valuable  habits  which  are  certain  to  influ- 
ence their  whole  lives,  namely,  precision  and  methods. 

u  The  habit  of  working  from  drawings  and  to  nice  measurements 
has  given  the  students  a  confidence  in  themselves  altogether  new. 
This  is  shown  in  the  readiness  with  which  they  undertake  the  execution 
of  small  commissions  in  behalf  of  the  school,  and  the  handiness  which 
they  display  at  home.  From  the  testimony  of  parents  the  physical, 
intellectual  and  moral  effect  of  the  school  is  exceedingly  satisfactory. 

u  The  school  has  served  to  demonstrate  the  entire  feasibility  of  incor- 
porating the  elements  of  intellectual  and  manual  training  in  such  a 
way  that  each  is  the  gainer  thereby ;  and  that  there  is  a  public  de- 
mand for  an  education  which  shall  insure  the  most  valuable  mental 
discipline,  at  the  same  time  that  it  gives  knowledge  and  skill  of  great 
intrinsic  worth.  r 

In  May,  1886,  Prof.  Woodward,  gave  the  following  brief  state- 
ment of  the  fruits  of  manual  training,  in  the  Journal  of  Education : 

u  The  value  of  manual  training,  when  properly  combined  wiih  liter- 
ary, scientific  and  mathematical  studies,  will  be  shown  in  various  ways. 

"  1.  Science  and  mathematics  will  profit  from  a  better  understand- 


180  REPORT  OF  THE 

ing  of  forms,  materials,  and  processes,  and  from  the  readiness  with 
which  their  principles  may  be  illustrated. 

U2.  Without  shop-work,  drawing  loses  half  its  value. 

U3.  Correct  notions  of  things,  relations  and  forces,  derived  from 
actual  handling  and  doing,  go  far  toward  a  just  comprehension  of 
language  in  general ;  that  is,  manual  training  cultivates  the  mechanical 
and  scientific  imagination,  and  enables  one  to  see  the  force  of  meta- 
phors in  which  physical  terms  are  employed  to  express  metaphysical 
truths. 

"4.  Manual  training  will  stimulate  a  love  for  simplicity  of  state- 
ment, and  a  disposition  to  reject  fine  sounding  words  whose  meaning 
is  obscure. 

u  5.  It  will  awaken  a  lively  interest  in  school,  and  invest  dull  sub- 
jects with  new  life. 

u  6.  It  will  keep  boys  and  girls  out  of  mischief,  both  in  and  out  of 
school. 

"  7.  It  will  keep  boys  longer  at  school. 

"  8.  It  will  give  boys  with  strong  mechanical  aptitudes,  and  fond- 
ness for  objective  study,  an  equal  chance  with  those  of  good  memories 
for  language. 

k4  9.  It  will  materially  aid  in  the  selection  of  occupations  when 
school-life  is  over. 

"•  10.  It  will  enable  an  employer  of  labor  to  better  estimate,  the  corn- 
par  a  tire  value  of  unskilled  and  skilled  labor,  and  to  exercise  a  higher 
consideration  for  the  laboring  man. 

u  11.  It  will  raise  the  standards  of  attainments  in  mechanical  oc- 
cupations, and  invest  them  with  new  dignity  and  worth. 

u  12.  It  will  increase  the  bread-winning  and  home-making  power  of 
the  average  boy,  who  has  his  bread  to  win  and  his  home  to  make. 

u  13.  It  will  stimulate  invention.  The  age  of  invention  is  yet  to 
come,  and  manual  training  is  the  very  breath  of  its  nostrils. 

u  14.  We  shall  enjoy  the  extraordinary  advantage  of  having  lawyers, 
journalists  and  politicians  with  more  correct  views  of  social  and  na- 
tional conditions  and  problems.  " 

To  the  above  he  adds  in  1887 : 

"  15.  It  will  help  to  prevent  the  growth  of  a  feeling  of  contempt  for 
manual  occupations  and  for  those  who  live  by  manual  labor. 

"16  It  will  to  a  certain  extent  readjust  social  standards  in  the  in- 
terest of  true  manliness  and  intrinsic  worth. 

u  17.  It  will  accelerate  the  progress  of  civilization  by  greatly  dimi- 
nishing the  criminal  and  pauper  classes,  which  are  largely  made  up 
of  those  who  are  neither  willing  nor  able  to  earn  an  honest  living. 

u  18.  It  will  show  itself  in  a  hundred  ways  in  the  future  homes  of 
our  present  pupils,  on  the  one  hand,  in  the  convenience  and  economy 
of  useful  appliances,  on  the  other,  in  evidence  of  good  taste  in  mat- 
ters of  grace  and  beauty.  " 


INDUSTRIAL  EDUCATION  COMMISSION.  181 


XIV.    NEBRASKA. 

Omaha  Public  Schools. 

Manual  training  was  introduced  into  the  public  schools  of  Omaha 
about  four  years  ago.  The  attitude  of  the  public  toward  it,  and  its 
general  plan  and  working  are  indicated  by  the  following  statement 
taken  from  the  third  annual  report  of  the  committee  on  manual  train- 
ing: 

In  September  of  1887,  everything  was  in  good  working  order,  but 
the  delays  of  the  previous  year  still  hindered  the  expected  progress 
in  this  department ;  still,  in  all  the  classes,  first  and  second  year,  the 
attendance  nas  been  seventy-five. 

The  first  year  is  devoted  to  carpentry,  joinery  and  wood-turning; 
the  second  year  to  wood-turning,  carving  and  molding.  The  third 
year  pupils  will  have  molding  and  blacksmithing,  chipping  and  filing, 
though  at  present  a  strict  adherence  to  the  proposed  course  of  study 
is  not  practicable. 

Additional  expenditures  have  been  made  during  the  past  year  as 
follows : 

Engine, $325  00 

Boiler  and  setting, 575  00 

Wood  carving  tools, 150  00 

Extra  tools  for  turning, 70  00 


Total, $1,120  00 

The  permanent  investment  has  been  about  $3,000.  There  will  be 
needed  to  prepare  for  the  third  year's  work  about  $1,000  more.  For 
the  sum  of  $1,000  there  will  be  secured  for  this  department  a  com- 
plete outfit  of  tools  for  carpentry,  wood  carving,  turning,  molding 
and  blacksmithing,  with  the  necessary  machinery,  large  enough  to 
provide  for  eighty  pupils. 

The  pupils  have  done  excellent  work  in  their  other  studies,  and 
your  committee  think  that  the  manual  training  school  has  passed 
beyond  the  experimental  stage  and  may  fairly  be  considered  as  an 
established  part  of  the  high  school  course.  Your  committee  would 
call  attention  to  the  fact  that  the  attendance  of  girls  has  increased  and 
that  they  have  done  excellent  work. 

The  public,  as  well  as  some  members  of  the  board,  are  still  laboring 
under  the  mistake  of  supposing  that  the  purpose  of  this  department  is 
to  make  mechanics.  Again  your  committee  would  reiterate  that  the 
purpose  of  this  work  is  to  train  the  eye  and  the  hand  to  work  together, 
to  familiarize  the  pupils  with  the  use  of  tools,  and  to  develop  their 


182  REPORT  OF  THE 

self-reliance.  The  training  will  be  valuable,  whatever  the  students 
may  decide  to  do  after  they  graduate ;  if  they  conclude  to  follow  a 
trade,  they  can  advance  more  rapidly  than  would  otherwise  be  pos- 
sible. 

The  expense  per  pupil  is  no  larger  than  for  instruction  in  any  other 
special  study  taken  by  the  same  number  of  pupils.  It  cost  less  for  a 
pupil  to  take  manual  training  than  to  take  Latin  or  Greek.  When  we 
remember  that  the  pupils  in  the  manual  training  school  spend  two  study 
hours  each  day  in  the  shop  or  in  the  drawing-room,  it  is  evident  that 
the  teacher  of  manual  training  is  giving  the  same  amount  of  time  to 
seventy-five  pupils  which  the  teacher  of  physics  or  chemistry  would 
give  to  one  hundred  and  fifty  pupils.  To  determine  the  expense  per 
pupil,  the  expenses  of  the  department  are  divided  by  the  number  of 
pupils.  To  compare  the  expenses  of  physics  with  that  in  manual 
training,  taking  into  account  the  study  hours,  the  number  of  pupils  in 
the  manual  training  school  should  be  multiplied  by  two  which  would 
make  the  expense  per  pupil  $14  a  year.  Your  committee  is  further 
convinced  that  the  advantages  derived  from  manual  training  are 
much  greater  than  can  be  derived  from  any  other  study.  Indeed,  the 
pupils  in  this  department  have  really  two  studies — drawing  and  shop 
work.  For  not  only  do  the  students  in  the  manual  training  school 
learn  to  use  tools  and  to  work  from  drawings,  but  to  reason  by  the 
practical  application  of  effects  to  their  appropriate  causes.  They  are 
taught  to  put  into  practice  the  knowledge  they  have  acquired,  thus 
fitting  them  for  practical  life. 

Manual  training  is  mainly  given  to  boys,  but  your  committee  have 
become  convinced  that  girls  should  have  a  practical  training  suited 
to  their  needs,  and  to  supply  this  training  have,  in  connection  with 
the  committee  on  the  high  school,  opened  a  department  of  domestic 
economy.  A  competent  teacher  has  been  secured,  who,  for  the  bal- 
ance of  the  year,  will  give  instruction  in  cooking  to  the  girls  of  the 
high  school  and  the  eighth  grade  and  to  past  graduates  of  the  high 
school.  Should  this  instruction  meet  with  general  favor  and  bring 
forth  the  results  expected,  instruction  in  the  future  may  be  given  in 
sewing,  cutting  and  fitting  garments,  and  such  other  branches  of 
domestic  economy  as  will  assist  our  girls  in  fitting  themselves  for 
useful  lives.  This  instruction  has  been  given  in  some  of  the  eastern 
cities  with  gratifying  success,  and  your  committee  believe  that  this 
new  course  of  study  will  do  much  for  the  school  system  of  Omaha. 

Your  committee  refer  with  pleasure  to  the  change  in  public  senti- 
ment with  regard  to  the  manual  training  department.  When  opened 
it  had  few  friends,  now  it  meets  with  very  general  approval.  There 
have  been  vexatious  delays  in  putting  the  manual  training  school  into 
good  shape — alukewarmness  on  the  part  of  some  members  of  the  board 
and  a  decided  opposition  by  some  of  the  daily  papers.  The  school  is 
now  in  good  condition  and  well  equipped.  The  board  looks  upon  it 


INDUSTRIAL  EDUCATION  COMMISSION.  183 

with  more  favor,  and  the  opposition  from  the  press  has  ceased.  The 
same  obstacles  will  be  encountered  by  the  school  of  domestic  economy 
but  will  also  be  overcome,  and  in  the  future  no  one  would  dream  of 
giving  up  either  of  these  departments. 

Many  visitors  from  the  State  and  other  States  have  visited  the 
school  during  the  past  year  and,  as  a  result  of  these  visits,  plans  for 
similar  schools  have  been  discussed  and  in  several  instances  put  in 
operation.  So  that  the  manual  training  school  of  Omaha  is  not  only 
educating  the  pupils  who  attend  it,  but  the  people  of  several  States. 
Inquiries  as  to  our  methods  come  from  cities  in  the  east  and  west? 
Omaha  being  the  pioneer  in  estalishing  manual  training  as  a  part  of 
the  school  system.  Through  this  school  more  attention  has  been  at- 
tracted to  Omaha  on  the  part  of  educators  than  by  anything  else  con- 
nected with  our  schools. 

The  committee  recommend  that  before  the  end  of  the  present  school 
year,  the  necessary  tools  and  machinery  for  the  teaching  of  blacksmith- 
ing  be  procured,  so  that  at  the  beginning  of  next  year  everything  may 
be  ready  for  a  third  year's  course. 

EXPENSES. 

For  the  convenience  of  many  from  other  cities  who  make  enquiries 
as  to  the  cost  of  this  department,  we  give  the  following  statistics : 

Machinery. 

Twenty  benches  for  eighty  pupils, $286  00 

Tools  for  eighty  pupils, 5)0  00 

Lathes  for  eighty  pupils, 580  00 

Shafting,  pullies  and  belting, 188  45 

Wood-turning  tools, 200  00 

Setting  up  lathes 200  00 

Wood-carving  tools, , 150  00 

Molding  benches  and  tools, 200  00 

Engine, 325  00 

Boiler, ;    .  300  00 

Setting  boiler, 275  00 

Blacksmithing  outfit  (probable) 750  00 

$3,964  45 

Current  Expenses. 

Salary  of  teacher, $1,100  00 

Salary  of  engineer, 700  00 

Material, 100  00 

Wear  of  tools, .  100  00 

Fuel, 100  00 


$2,100  00 


184  REPORT  OP  THE 


XV.   NEW  JERSEY. 

1.  Elizabeth  Public  Schools. 

The  city  superintendent  writes,  October  1,  1888  : 

"  A  few  years  ago  we  introduced  industrial  drawing  into  our  schools^ 
not  without  considerable  opposition  however.  To-day  it  is  probably 
more  highly  appreciate  1  in  this  community  than  any  other  depart- 
ment of  our  school  work  and  we  are  enlarging  our  borders,  having 
secured  State  aid  for  manual  training  under  recent  legislation  and  ap- 
pointed an  assistant  to  Miss  Habberton,  our  very  competent  instruc- 
tor in  this  department. 

"  I  send  you  herewith  a  copy  of  our  course  of  instruction  in  which,  as 
you  will  see,  considerable  attention  is  given  to  industrial  drawing.  I 
also  enclose  a  copy  of  Miss  Habberton's  last  report.  With  the  in- 
creased means  at  our  command  we  have  decided  to  introduce  new 
features  this  year,  as  clay  modeling,  sewing  for  the  girls  and  work- 
ing in  wood  for  the  boys. 

"  We  pay  Miss  Habberton  $1,000  per  annum  and  her  assistant  $600." 

Report  of  industrial  drawing  in  public  schools  of  Elizabeth,  N.  J., 
1887-8: 

The  industrial  work  in  the  public  schools  of  Elizabeth,  during  the 
year    1887-8  was  necessarily  confined  to  drawing   and  cutting  and 
making.     The  drawing  was  industrial  in  character,  half  the  year  being 
given  to  mechanical  drawing,  the  other  half  to  decoration  and  origi 
nal  design. 

In  the  primary  department  the  mechanical  drawing  was  combined 
with  free  hand  object-drawing,  the  familiar  objects  of  the  class  room 
frequently  serving  as  models,  i.  e.,  books,  desks,  door,  window,  etc. 
In  decorations,  specimens  of  simple  historic  borders  and  figures  were 
given  as  studies,  and  original  designs  made  weekly.  Facility  in  de- 
signing was  much  aided  by  paper  cuttings  and  their  arrangements 
known  as  parquety. 

In  the  lower  grammar  grades  the  development  of  surfaces  was  prac- 
tically taught  by  drawing,  cutting  and  pasting  geometrical  solids  from 
wooden  models. 

In  the  higher  grammar  grades,  working  drawings  were  introduced, 
i.  e.i  plan  and  elevations  to  scale  from  wooden  models  and  various 
features  of  the  class  room  as  door,  window,  side  or  end  of  room,  etc. 
The  decorative  work  throughout  the  grammar  department  included 
study  of  historic  forms  and  designing  from  the  same  for  borders,  fig- 
ures and  surfaces,  floral  decoration  receiving  special  attention  during 
the  spring  months  when  studies  were  made  from  natural  forms. 


INDUSTRIAL  EDUCATION  COMMISSION.  185 

The  mechanical  work  in  the  high  school  embraced  a  thorough  course 
in  geometrical  construction,  and  perspective  both  parallel  and  angular. 

Designing  for  decoration  was  made  a  specialty ;  the  designs  both 
from  historical  and  floral  motives  were  of  an  unusually  high  character. 
Ornamental  lettering  was  also  taught. 

All  good  designs  were  executed  in  India  ink  with  pen  or  brush. 

The  public  schools  of  the  city  of  Elizabeth  are  arranged  in  three 
departments — primary,  grammar  and  high  schools;  the  primary  in 
six  grades;  the  grammar  in  four  grades;  the  high  school  in  three 
grades. 

I.  PRIMARY  DEPARTMENT. 

The  studies  pursued  in  the  primary  department  are  music,  calis- 
thenics, oral  instruction,  language  lessons,  reading,  spelling,  arithmetic 
writing,  drawing,  geography. 

The  course  in  drawing,  beginning  with  the  sixth  (lowest)  class  is 
laid  out  as  follows. 

Sixth  Class. — Taught  on  ruled  slates  and  prepared  paper.    Straight  lines.    Simple 

forms. 
Fifth  Class. — Taught   on  ruled  slates  and  prepared  paper.     Straight  lines  and 

simple  forms. 
Fourth  Class.—  Taught  on  ruled  slates  and  prepared  paper ;  straight  and  curved 

lines,  simple  forms. 

In  this  and  preceding  grades  should  be  taught  the  proper  position 
of  pupil,  book  or  slate  and  pencil.  Slates  or  paper  with  quarter-inch 
cross  lines  should  be  used.  Lines  should  be  drawn  from  blackboard 
illustrations,  then  from  dictation,  and  lastly  from  memory.  Parallel 
lines,  horizontal,  vertical  and  oblique.  Bisected,  trisected,  quadri- 
sected.  Right  angles,  squares,  with  diameters  and  diagonals.  Com- 
binations of  lines  of  one,  two,  three  or  four  quarters  to  make  attrac- 
tive borders.  Squares  of  two,  three  or  four  inches  as  outlines  of  de- 
signs. 

Patterns  given  on  Steiger's  cards  will  assist  the  teacher  and  encour- 
age pupils  to  originate  designs. 

Third  Class.— Lines,  angles  and  quadrilaterals  of  dictated  meaurements  with  rule 
and  free-hand,  from  models  and  familiar  objects  and  blackboard 
illustration. 

Borders  and  figures  with  straight  lines  and  combinations  of  straight 
and  curved  lines. 

Squares  with  diameters,  diagonals  and  other  dividing  lines.  Origi- 
nal designs  weekly. 

/Second  Class.— Review  of  principles  given  in  third  class.  Door  and  window  of 
room  (dictated  measurements). 

Appearance  of  rectangular  objects  in  various  positions  (perspec- 
tive efforts,  but  no  technical  terms,  except  "vanishing  point"), 
cubes,  boxes,  steps,  books,  etc. 

Simple  and  reversed  curves.  Circle  seen  as  an  eclipse,  illustrated 
by  vase  forms,  tumblers,  pail,  chip  basket. 

Designing  as  in  third  class,  using  greater  variety  of  combinations, 
interlacing  and  new  enclosing  forms. 


186  REPORT  OF  THE 

First  Class.-' Review  of  principles  given  in  second  class.     More  varied  illustra- 
tions of  the  same.     Curves  of  a  more  subtle  character,  with  a  lew 
simple  finals,  and  a  few  simple  leaf  and  flower  forms  to  be  use- 
in  original  designs. 
Brush  work  with  India  ink  for  selected  pupils. 

II.  GRAMMAR  DEPARTMENT. 

The  studies  pursued  in  the  grammar  department  are,  music,  oral 
instruction,  language  lessons,  reading,  spelling,  arithmetic,  writing;, 
drawing:,  geography,  United  States  history,  grammar,  bookkeeping, 
anatomy,  physiology  and  hygiene. 

The  course  in  drawing  is  as  follows : 

Fourth  Class.—  Four  months  to  be  given  to  mechanical  work,  and  six  months  to 
free-hand  drawing  and  designing.  All  mechanical  work  to  be 
done  from  models,  with  blackboard  illustrations,  or  occasional 
dictation.  Rulers  and  compasses  to  be  the  only  tools.  Weekly 
design*  from  all  pupils.  Good  designs  to  be  enlarged  and  fin- 
ished with  brush. 

Review  of  principles  given  in  first  primary  class,  with  different 
illustrations.  Developed  surfaces  or  patterns  of  cube,  triangular 
and  rectangular  prisms,  quarter  section  of  cube,  Greek  cross  and 
other  simple  solids;  all  to  be  cut  from  paper  or  pasteboard  and 
fastened  together.  Designing.  Copying  from  blackboard  and 
drawing  from  dictation,  borders,  figures  and  designs  for  indefinite 
surfaces,  as  oil  cloth,  wall  paper,  etc. 

Motives  given  for  conventional  flowers  forms  and  simple  combina- 
tions of  straight  and  curved  interlacing  forms,  from  which  to 
make  interlacing  designs. 

Third  Class.—  Mechanical  drawing  similar  to  fourth  class,  but  to  scale  instead  of 
from  dictated  measurements.  A  great  number  of  patterns  from 
models  ;  also  working  drawings  of  the  same  with  plan  and  eleva- 
tion. 

Designing,  similar  to  fourth  class,  using  different  patterns  as  copies, 
and  different  motives  for  design.  Designs  to  be  adapted  to  greater 
variety  of  enclosing  forms.  Spiral  forms  with  classical  and  flower 
Ornaments.  Elements  of  lettering. 

Second  Clasf.—AM  mechanical  drawing  to  scale. 

Elavations  at  {  inch  and  |  inch  scale  of  window,  door,  side  of  room? 
etc.  Working  drawings  continued  from  more  difficult  models, 
cylindrical,  conical  and  pyramidal  sectional  views. 

Designing— continuation  of  principles  as  in  third  class.  Variety  of 
leading  lines  as  motives,  and  new  ornament  forms.  Simple  speci- 
mens of  Greek,  Celtic  and  Moorish  forms  for  copying  from  black- 
board, and  for  imitation  in  original  work.  New  leaf  and  flower 
forms.  Good  work  to  be  finished  with  brush.  Lettering  con- 
tinued. 

First  Class.— Mechanical  drawing  similar  to  second  class,  but  more  advanced. 
Foreshortened  views  in  projection  of  surfaces  at  different  angles,  as 
in  triangular,  pentagonal  and  hexagonal  prism,  etc.  Appearance  of 
the  same  models  used  in  working  drawings.  Two  or  three  models 
combined  in  one  study. 

Designing— review  of  principles  given  in  second  class,  with  different 
illustrations.    New  motives  from  Egyptian,  Persian  and  Arabian 
ornament.    Advanced  lettering  with  original  monogram. 


INDUSTRIAL  EDUCATION  COMMISSION 

2.  The  Stevens  Institute  of  Technology 

xSvfr  ^     "'*  J 
The  plan  of  instruction  is  designed  to  be  such  as  will  best  fit  young 

men  of  ability  for  positions  of  usefulness  in  the  departments  of  me- 
chanical engineering,  and  in  kindred  scientific  pursuits. 
With  this  view  there  is  afforded  : 

1.  A  thorough  training  in  the  elementary  and  advanced  branches 
of  mathematics,  and  their  application  to  mechanical  constructions. 

2.  A  systematic  course  in  the  theory  of  machine  construction,  and 
a  study  of  existing  systems. 

3.  The  subject  of  mechanical  drawing  (which  may  well  be  called  the 
language  of  engineering)  forms  a  separate  department,  to  which  much 
time  and  attention  are  devoted.     The  course  comprises  the  use  of  in- 
struments and  colors,  descriptive  geometry,  shades,  shadows  and  per- 
spective, and  the  analysis  of  mechanical  movements — the  principles 
involved  being  at  once  and  continuously  applied  in  the  construction 
of  working  drawings  from  measurements  of  machines  already  built, 
as  well  as  in  making  original  designs. 

4.  An  extensive  course  of  manual  exercises  in  shop  practice  is  com- 
bined with  a  course  of  experimental  mechanics,  to  form  a  separate  de- 
partment, which  aims  to  cooperate  with  the  departments  of  engineer- 
ing, mechanical  and  drawing,  so  as  to  bear  to  them  the  same  relation 
as  the  physical  and  chemical  laboratories  do  to  the  class-room  work 
in  physics  and  chemistry.     Its  courses,  aside  from  the  introduction  of 
the  student  to  the  functions  of  tools,  etc..  are  directly  supplemental  to 
the  department  of  mechanical  drawing,  by  familiarizing  the  student 
with  the  use  of  working  drawings  in  the  shop,  and  by  the  embodiment 
of  the  theoretical  principles  of  mechanism  in  the  form  of  exercises  in 
gear  cutting,  etc.,  and  directly  supplemental  to  the  departments  of 
engineering  and  mechanics,  by  re  enforcing  the  apprehension  of  the- 
oretical principles  through  the  performance  of  exercises  in  the  course 
of  experimental  mechanics. 

5.  Arrangements  of  an  unsually  perfect  character  are  made  to  give 
a  thorough,  practical  course  of  instruction  in  physics,  by  means  of 
physical  laboratories,  in  which  the  student  is  guided  by  the  professor 
of  physics  in  experimental  researches  bearing  upon  the  subjects  of  his 
special  study.     Thus  the  students  practice  methods  of  making  precise 
measurements  of  lengths,  angles,  volumes,  weights  and  time,  and  then 
apply  these  processes  in  the  measurements  of  magnitudes  relating  to 
the  phenomena  of  light,  sound,  heat,  electricity  and  magnetism.     By 
this  plan  of  instruction  the  knowledge  of  physical  facts  and  laws  is 
indelibly  impressed  on  the  mind  of  the  student,  while,  at  the  same 
time,  he  is  trained  in  methods  of  experimental  investigation  which 
will  be  of  great  value  to  him  in  the  actual  practice  of  his  profession  of 
mechanical  engineer. 

6.  The  subject  of  chemistry  is  taught,  chiefly  by  experimental  work 


188  REPORT  OF  THE 

in  the  laboratory,  with  accompanying  lectures  and  class-room  instruc- 
tion. It  is  believed  that  in  this  manner  only  can  students  be  made 
thoroughly  conversant  with  the  subject.  - 

7.  The  French  and  German  language  form  an  essential  part  of  the 
course  of  instruction,  since  they  are  indispensable  to  the  engineer  and 
man  of  science  as  the  vehicles  of  a  vast  amount  of  information,  and 
also  as  affording  that  kind  of  mental  culture  which  mathematical  and 
physical  science,  if  followed  exclusively,  would  fail  to  supply.      A 
course  in  Spanish  was  introduced  in  1>88,  having  especially  in  view 
the  extensive  use  of  that  language  in  portions  of  America. 

8.  A  department  of  belles  lettres  furnishes  the  means  of  cultivat- 
ing literary  taste  and  a  facility  in  the  graceful  use  of  language,  both 
in  speaking  and  writing,  which  are  as  desirable  in  the  engineer  and 
mm  of  science  as  in  the  classical  student. 

9.  The  subject  of  applied  electricity  is  taught  in  a  thorough  manner 
by  means  of  complete  appliances  in  the  way  of  instruments  for  elec- 
trical measurements,  dynamo  machines,  electric  lamps  and  the  like^ 
so  as  to  fit  graduates  for  responsible  positions  in  connection  with  elec- 
tric lighting  and  other  similar  companies. 

No  applicant  under  the  age  of  seventeen  years  is  admitted  to  ex- 
amination for  the  freshman  class  unless  the  faculty  is  satisfied  that 
he  is  able  to  bear  the  burden  of  the  institute  course  without  detri- 
ment to  his  health,  nor  is  any  applicant  under  the  age  of  seventeen 
allowed  to  enter  his  class  unless  his  examination  shows  proof  of  un- 
usual profiency. 

ADMISSION. 

The  examinations  for  admission  include  the  following  subjects: 
Arithmetic  Algebra. — Simple  equations,  theory  of  radicals,  equa- 
tions of  the  second  degree,  arithmetical  and  geometrical  progression, 
permutations,  biominal  theorem,  indeterminate  coefficients,  and  the 
summation  of  series.  Great  importance  is  attached  to  a  thorough 
knowledge  and  readiness  in  solution  of  simultaneous  equations  of 
the  second  degree,  and  the  reduction  of  radicals.  Geometry. — All  of 
plane,  solid  and  spherical  geometry;  Plane  trigonometry,  especially 
the  numerical  solution  of  plane  triangles ;  English  Grammar : 
Geography;  Composition  ;  Universal  History ;  Rhetoric;  French. 

In  addition  to  the  above  applicants  for  advanced  standing  must 
pass  examination  in  the  subjects  already  completed  by  the  class  to 

which  admission  is  desired. 

• 

FEES  AND  EXPENSES. 

The  fees  for  each  year  of  the  entire  course,  for  instruction  and  the 
use  of  instruments,  are  one  hundred  and  fifty  dollars,  for  students  at 
the  time  residing  in  the  State  of  New  Jersey.  Those  not  residing— 


INDUSTRIAL  EDUCATION  COMMISSION.  189 

i.  e.  coming  across  the  river  each  day  from  New  York,  or  the  like — 
are  charged  seventy-five  dollars  extra. 

A  charge  of  five  dollars  per  term  is  made  to  each  student  for  chem- 
icals used  in  the  laboratory. 

J  n  the  department  of  shop  work  the  student  is  expected  to  pay  for 
the  material  used ;  the  total  cost  for  the  entire  course  does  not  exceed 
sixty- five  dollars. 

Each  student  is  required,  on  admission,  to  make  a  deposit  of  ten 
dollars  to  meet  incidental  expenses,  such  as  those  for  drawing  ma- 
terials or  special  chemical  supplies.  This  deposit  can  only  be  with- 
drawn when  he  graduates  or  leaves  the  institute. 

The  annual  expenses  of  a  student  for  books,  board  and  tuition,  are 
estimated  at  from  five  hundred  to  six  hundred  dollars. 

COURSE  OF  STUDY. 

The  full  course  of  the  institute  occupies  the  period  of  four  years, 
each  year  being  divided  into  a  supplementary  term,  during  which  the 
sophomore,  junior  and  senior  classes  devote  eight  hours  per  day  to 
the  department  of  experimental  mechanics  and  shop-work,  and  three 
regular  terms. 

SYNOPSIS  OP  STUDIES. 

First   Year. 
First  Term.    Mathematics— Logarithms,  Plane  and  Spherical  Trigonometry,  with 

practicable  applications  to  engineering  problems  ; 
Mechanical  Drawing — Elementary  Projections  ; 
Languages — French  ; 

Physics — General  Properties  of  Matter,  Inductive  Mechanics ; 
Belles-Lettres — Fowler's  English  Language,  Lectures,  Essays; 
Shop-Work. 

Second  Term.  Mathematics— Theory  of  Equations,  Analytical   Geometry  and  Cal- 
culus ;  Exercises  in  Mathematical  Laboratory  ; 
Mechanical  Drawing — Elementary  Projections  ; 
Languages — French ; 

Physics — Pneumatics,  Laws  of  Vibratory  Motions,  and  Acoustics; 
Belles-Lettres — Deductive  Logic ; 
Shop-Work. 
Third  Term',    Mathematics — Analytical  Geometry  and  Calculus  ;  Exercises  in  Mat- 

ematical  Laboratory ; 

^  Mechanical  Drawing — Elementary  Projections  ; 

Languages — French ; 
Physics— Light; 

Belles-Lettres — Inductive  Logic  ; 
Shop-Work. 
Supplementary  Term.     Shop-Work 

Second  Year. 
First  Term.     Mathematics— Differental  Calculus; 

Mechanical  Drawing-Machine  Drawing  from  Sketches,  Descriptive 

Geometry ; 

Language— French  concluded,  German; 
Physics— Heat  and  Meteorology  ; 
Belles-Lettres— English  Literature; 
Chemistry— Theoretical  and  General ; 
Shop-Work. 


190  KEPORT  OF  THE 

X 

Second  Term.  Mathematics — Integral  Calculus ; 

Mechanical  Drawing — Machine  Drawing  from  Sketches,  Descriptive 

Geometry  ; 

Languages — German ; 
Physics — Magnetism  and  Electricity  ; 
Belles-Lettres — English  Literature  ; 
Chemistry — Theoretical  and  General ; 
Shop- Work. 
Third  Term.    Mathematics — Integral  Calculus,  Applications  ; 

Mechanical  Drawing — Machine  Drawing  from  Sketches,  Descriptive 

Geometry  ; 
Languages — German ; 
Physics— Electricity ; 
Belles-Lettres — English  Literature  ; 
Chemistry — Theoretical  and  General ; 
Shop-Work. 
Supplementary  Term.    Shop-Work. 

Third   Year. 
First    Term.    Mathematics— Analytical  Mechanics  ; 

Mechanical   Drawing— Kinematics,   Machine   Drawing,    Descriptive 

Geometry ; 

Languages— German ; 
Physics— Lectures  on   the  use  of  instruments  for   making  Precise 

Measures  and  on  their  Applications  to  the  Practical  Work  in  the 

Physical  Laboratory ; 
Chemistry — Qualitative  Analys  s  ; 
Engineering — Strength,  Elasticity  and  other  properties  of  Materials 

of  Engineering,  Construction  of  Foundations,  Framing  ; 
Shop-Work. 
Second  Term.  Mathematics— Analytical  Mechanics  ; 

Mechanical  Drawing— Kinematics,    Machine  Drawing,    Descriptive 

Geometry ; 

Languages — German  concluded  ; 
Physics — Lectures  (see  First  Term)  ; 

Chemistry — Qualitative  and  Quantitative  Analysis  and  Metallurgy  ; 
Engineering — Mechanism  of  Engines,  Boilers,  Lectures  ; 
Shop-Work. 
Third  Term     Mathematics— Analytical  Mechanics; 

Mechanical  Drawing— Kinematics,  Machine  Drawing; 

Physics— Lecture  (see  First  Term)  ; 

Chemistry — Quantitative  Analysis  ; 

Engineering — Machinery,  Hydraulic  Engineering,  Engine  Design, 

Lectures ; 
Shop-Work. 
Supplementary  Term.    Experimental  Mechanics; 

Fourth   Year. 

First  Term.     Mathematics— Construction,  Adjustment  and  Use  of  Engineering  In- 
struments, Graphical  Statics,  Selected  Mathematical  Problems  ; 
Mechanical  Drawing — Machine  Drawing  and  Design  ; 
Physics — Laboratory  Work  ; 
Engineering — Water,  Wind  and  Traction  Engines,'  Furnace  Design, 

Lectures  ; 

Applied  Electricity — Lectures  and  Laboratory  Work; 
Second  Term  Mathematics — Theory  of  Bridges  and  Roofs,  with  Graphical  Statics 

Applied,  Selected  Problems;     . 

Mechanical  Drawing — Machine  Drawing  and  Design  ; 
Physics — Laboratory  Work; 
Engineering — Thermo-dynamics,    Steam  and  Air   Engines,  Engine 

Construction,  Lectures; 
Applied  Electricity — Lectures  and  Laboratory  Work. 


INDUSTRIAL  EDUCATION  COMMISSION.  191 

Third  Term.    Work  on  Graduating  Theses,  including  Experimental  Investigation 
and  General  Research. 

DEPARTMENT  OF  MATHEMATICS  AND  MECHANICS. 

These  subjects  are  taught  in  close  connection,  not  only  because 
such  treatment  is  specially  suitable  for  students  of  engineering,  but 
also  because  mathematics  has  its  deepest  foundations  in  the  mechanics 
of  nature. 

To  this  end  trigonometry  is  accompanied  with  practical  applica- 
tions to  such  engineering  problems  as  will  emphasize  important  for- 
mulas and  impress  them  upon  the  memory.  Such  problems  are  de- 
vised and  executed  with  special  reference  to  system  and  accuracy  in 
obtaining  data  and  in  calculating  results,  and  to  give  sufficient  prac- 
tice with  logarithmic  and  other  tables. 

In  order  that  students  may  belhoroughly  grounded  in  the  fundamen- 
tal facts  and  principles  oi  analytical  mechanics  before  commencing 
a  mathematical  treatment  of  the  subject,  a  series  of  practical  exercises, 
with  models,  in  the  Mathematical  Laboratory,  is  given,  and  these  are 
so  arranged  as  to  teach  the  student,  also  the  fundamental  principles 
of  analytical  geometry  and  the  calculus  in  advance  of  the  full  treat- 
ment of  those  subjects  in  the  class-room. 

MECHANICAL  DRAWING. 

In  the  organization  of  the  department  of  mechanical  drawing,  the  object  aimed  at 
is  to  make  the  course  of  instruction  thorough,  practical,  of  direct  utility,  and  com- 
prehensive. 

The  requirements  of  many  of  the  industrial  arts  at  the  present  day  are  such  as  to 
necessitate  the  delineation,  not  only  of  what  already  exists,  but  of  what  is  yet  to  be 
made.  Both  demand  a  knowledge  of  the  science  of  drawing,  and  the  latter  espec- 
ially involves  a  certain  exercise  of  the  imagination,  in  order  to  form  clear  physical 
conceptions  of  the  particular  design  in  contemplation,  not  only  in  regard  to  its  ap- 
pearance as  a  whole,  but  as  to  the  relations  and  proportions  of  its  parts. 

This  ability  to  form  a  vivid  arid  distinct  mental  image,  as  well  as  to  fix  it  per- 
manently by  accurate  representations,  though  useful  to  all,  is  more  emphatically  so 
to  the  mechanical  engineer,  who  is  daily  called  on,  not  to  copy  what  has  been  done, 
but  to  do  what  has  not  been. 

These  considerations  have  been  kept  distinctly  in  sight  in  the  conduct  of  this  de- 
partment; the  matter  taught  and  the  method  of  teaching  have  been  selected  with 
the  view  of  givingthe  studenta  firm  grasp  of  principles,  of  developing  and  strength- 
ening his  imaginative  power,  and  giving  him  direct  practice  in  the  application  of 
both.  The  course  adopted  to  attain  these  ends  may  be  briefly  outlined  as  follows  : 

The  foundation  is  laid  by  practice  in  the  simple  drawing  of  lines,  in  order  to  ac- 
quire facility  in  the  manipulation  of  the  instruments.  The  exercises  selected  are 
such  as  will  be  of  subsequent  use,  arranged  in  a  progressive  order  ;  beginning  with 
geometrical  constructions  involving  straight  lines  and  circular  arcs  only,  and  ending 
with  the  more  complex  curves,  such  as  the  eclipse,  helix,  epicycloids,  etc.  Atten- 
tion to  symmetry,  proportion  and  arragernent  is  enforced  from  the  first,  the  dia- 
grams not  being  copied,  but  constructed. 

Elementary  studies  of  projection  are  then  taken  up ;  the  method  adopted  being 
that  of  beginning  by  making  the  drawings  of  a  solid  object  bounded  by  plain  sur- 
faces, such  as  prism,  in  various  positions,  and  proceeding  by  degrees  to  the  similar 
treatment  of  more  complex  forms.  The  relation  between  the  drawing  and  the  thing 
drawn  is  more  easily  grasped  at  first,  when  the  latter  is  not  a  mere  abstraction,  like 
a  line  or  plane  in  space,  but  a  definite  and  tangible  object ;  and  when  the  subject  is 


192  REPORT  or  THE 

presented  in  this  manner,  no  difficulty  is  experienced  with  the  similar  problems  of 
intersection  and  development,  which  not  only  bring  the  imaginative  faculty  into 
play,  but  afford  practical  exercises  of  great  utility. 

The  next  step  is  to  the  drawing  of  parts  of  machines  from  actual  measurements. 

The  student  is  at  once  set  at  work  as  a  draughtsman  ;  a  part  or  the  whole  of  some 
piece  of  mechanism  is  assigned  to  him,  which  he  is  to  study,  to  measure,  to  sketch, 
and  finally  to  draw ;  the  requirement  being,  exactly  as  if  he  were  employed  in  the 
drawing  office  of  an  engineering  establishment,  that  he  shall  produce  complete 
working  plans,  from  which  the  original  could  be  replaced  were  it  destroyed.  He 
thus  acquires  some  knowledge  of  details,  and  is  taught  to  observe  closely,  while  at 
the  same  time  his  previously  acquired  skill  and  information  are  practically  applied 

Simultaneously  with  this,  descriptive  geometry  is  taken  up  as  an  abstract  science  ; 
not  as  an  ultimate  object,  but  its  practical  applications  being  always  kept  in  view,  it 
is  made  a  means  to  an  end,  and  that  end  is  the  acquirement  of  such  a  mastery  of 
the  principles  of  drawing,  that  the  student  shall  be  able  to  cope  with  any  problem 
when  it  arises  in  the  course  of  his  practice.  The  identity  of  the  operations  with 
those  of  mechanical  drawing  is  never  lost  sight  of,  and  the  problems  are  frequently 
put  in  a  practical  form.  This  is  not  done  exclusively,  however,  because  they  afford,  in 
the  abstract,  the  best  possible  exercise  of  the  imaginative  power.  The  study  is  continu- 
ed in  application  to  shades  and  shadows  and  to  linear  perspective;  in  connection  with 
which  the  principles  of  ariel  perspective,  as  applied  to  the  shading  of  mechanical 
objects,  are  explained,  and  a  little  time  is  given  to  practice  in  the  execution  of 
finished  drawings.  But  the  ability  to  make  elaboratory  shaded  pictures  is  regarded 
as  the  least  valuable  of  the  qualifications  of  a  mechanical  draughtsman.  However 
great  his  skill  in  this  way  may  be,  the  accomplishment  will  save  him  but  little  in 
his  proiessional  career  if  it  be  acquired  at  the  expense  of  accuracy,  or  facility  in  the 
construction  of  working  plans.  Therefore,  while  it  is  designed  to  impart  a  thorough 
understanding  of  the  principles  involved  in  making  such  drawings,  comparatively 
little  time  is  devoted  to  their  practical  execution. 

The  mechanical  engineer  plans  machines,  and  these  move ;  consequently,  the 
study  of  the  laws  of  their  motions  is  an  important  branch  of  his  education  ;  and  it 
is  properly  given  a  place  in  this  department,  since  to  make  the  drawings  of  a  piece 
of  mechanism  implies  the  making  of  them  so  that  each  part  shall  move  in  harmony 
with  the  rest,  and  the  depth  of  engineering  disgrace  is  reached  when,  through  any 
oversight,  one  part  interferes  with  another.  This  study  might  also,  especially  when 
the  more  complicated  mechanical  movements  are  considered,  be  regarded  as  a  branch 
of  applied  mathematics  of  the  higher  order.  But,  however,  these  laws  may  be  in- 
vestigated, this  fact  remains  ;  that  for  the  purposes  of  the  draughtsman  the  results 
must  be  translated  into  his  language  and  expressed  in  a  graphic  form — the  ways  of 
the  analyst  are  not  his  ways,  and  the  algebraic  formula  must  be  replaced  by  a  dia- 
gram. Fortunately,  however,  the  investigations  may  be  made,  at  least  as  applied 
to  by  far  the  larger  and  more  important  part  of  the  motions  with  which  he  has  to 
deal,  in  his  own  language  and  by  his  own  methods.  In  this  part  of  the  course, 
therefore,  the  geometry  of  mechanism  is  taught  by  graphical  construction  alone, 
practical  exercises  in  the  plotting  of  mechanical  movements,  the  drawing  of  the 
various  forms  of  gearing,  the  construction  of  curves  representing  varied  motion 
and  the  like,  being  introduced  from  time  to  time. 

Further,  the  course  includes  some  practice  in  actual  planning.  A  subject  being 
assigned  or  selected  the  student  proceeds  to  work  it  up  as  though  already  engaged 
in  the  active  pursuit  of  his  profession  ;  making  first  a  skeleton  diagram  of  the 
movement,  and  sketching  in  the  proposed  arrangement  of  parts,  he  calculates  the 
strength  and  proportion  of  these,  modifying  the  original  plan  when  it  is  found 
necessary  to  do  so  by  the  results  of  these  calculations,  then  making  drawings  of  each 
part  in  detail,  and  finally  a  general  plan  of  the  completed  design  ;  a  general  super- 
vision being  exercised  over  the  work  while  in  progress,  and  hints  and  suggestions 
as  to  details  and  arrangement  being  made  as  occasion  arises. 

It  should  be  stated,  also,  that  much  care  is  being  taken  throughout  the  course  to 
form  the  habit  of  correct  j  udgment  in  determining  what  drawings  to  make  of  any 
subject  in  hand,  and  how  to  arrange  them  most  advantageouly.  Written  instruc- 


INDUSTRIAL  EDUCATION  COMMISSION.  193 

ticns  in  regard  to  this  are  exceedingly  mengre,  and  yet  it  is  a  very  important  mat- 
ter. The  object  is  to  show  the  workman  what  to  make  and  how  to  make  it  and  ex- 
perience proves  that  it  is  very  easy  to  produce  drawings  which  are  perfectly  correct, 
and  yet  do  not  clearly  illustrate  the  objects  represented.  Nothing  facilitates  the 
operation  of  the  mechanic  more  than  to  have  a  set  of  working  plans  which  are 
clear,  easily  read,  and  connectedly  arranged,  and  it  is  almost  as  important  that  the 
draughtsman  should  know  just  what  to  draw,  as  that  he  should  be  able  to  draw  it 
well  from  the  first  to  the  last;  therefore,  the  student  is  taught  the  necessity  of  exer- 
cising his  judgment  in  the  direction,  as  well  as  care  and  forethought  in  all  that  he 
does. 

Summarily,  then,  the  object  of  the  course  is  not  merely  to  teach  the  student  to 
read  and  write  certain  set  phrases  of  the  graphic  language  with  ease  and  fluency 
but  to  enable  him  to  wield  it  with  power  and  for  a  purpose.  He  is  taught  not  so 
much  to  memorize  as  to  compose  ;  he  is  encouraged  to  think  for  himself,  and  to  ac- 
quire vigor  and  facility  by  giving  expression  to  new  ideas  ;  his  practice  during  the 
course  being  made  as  nearly  as  possible  to  resemble  that  upon  which  he  will  enter 
at  its  close. 

ENGINEERING. 

The  chief  aim  of  this  department  is  to  instruct  the  student  in  those 
subjects  which  will  enable  him  to  design  a  machine,  or  a  plant  of 
machinery,  in  accordance  with  scientific  principles;  or  to  review  such 
as  have  been  previously  made. 

Daring  the  junior  year  the  studies  will  pertain  to  the  mechanical 
properties  of  building  materials,  foundations  of  structures,  the  effi- 
ciency of  machines  and  the  general  principles  of  designing  ma- 
chinery. 

Problems  are  frequently  given  under  each  of  these  heads  to  make 
certain  that  the  student  can  apply  the  principles  which  he  has  studied 
to  practical  problems. 

During  the  senior  year  the  principles  of  energy  are  studied  in  con- 
nection with  such  motors  as :  hydraulic  motors,  windmills,  steam 
and  air  engines,  pumps,  compressors  and  special  machines  of  known 
types.  As  much  time  as  circumstances  permit  is  given  to  thermo-dy- 
namics  and  its  applications.  Problems  requiring  designs  or  numeri- 
cal solutions  are  occasionally  given.  Instruction  is  given  chiefly 
through  text-books  and  frequently  but  informal  lectures. 

The  plan  of  the  instruction  consists  in  requiring  labor  on  the  part 
of  the  student ;  ascertaining  by  suitable  tests  if  knowledge  is  acquired, 
and  giving  assistance  when  needed. 

At  the  close  of  the  course  a  "  Graduating  Thesis  "  is  required  of 
every  student,  in  which  he  is  expected  to  exhibit  his  proficiency  by 
designing  and  describing  the  construction  and  management  of  some 
machine,  by  planning  some  manufacturing  establishment,  giving  bills 
of  materials  and  estimates  of  cost;  or  by  describing  some  original 
research,  in  the  course  of  which  he  has  investigated  some  subject  of 
import nnce  to  the  profession  and  obtainned  new  and  valuable  informa- 
tion and  data  capable  of  practical  application  in  mechanical  engineer- 
ing. These  are  deposited  in  the  institute  and  are  open  for  inspection 
at  any  future  time. 
13  ED.  COM. 


19i  REPORT  OF  THE 

Instruction  in  regard  to  the  proper  materials  for  tools — their  forms 
and  modes  of  use  in  the  construction  of  machines,  is  given  in  "  Shop- 
work." 

Experiments  to  test  certain  theoretical  principles  are  given  in  the 

"  Course  of  Experimental  Mechanics.  " 

SHOP  WORK. 

The  workshop,  fitted  up  by  President  Morton,  and  formally  presented 
by  him  to  the  trustees,  on  the  14th  day  of  May,  1881,  is  provided  with 
machine  and  other  tools,  so  as  to  accomodate  fifty  students  at  one 
time. 

The  "  workshop ?'  course  of  the  institute  is  intended  to  supply  the 
student  with  a  knowledge,  as  complete  as  possible,  of  the  best  exist- 
ing appliances,  methods,  and  processes  necessary  to  the  construction 
of  such  mechanical  designs  as  the  theoretical  part  of  the  institute's 
course  will  enable  him  to  originate. 

In  accordance  with  this  plan,  the  institute  is  provided  with  a  ma- 
chine and  carpenter  shop,  and  iron  and  brass  foundry,  and  a  black- 
smith's shop,  in  which  the  student  is  first  sufficiently  familiarized  with 
the  working  of  wood  and  metal,  to  enable  him  to  recognize  and  ap- 
preciate differences  in  machines,  tools  and  methods,  of  manipulation 
in  founding  and  blacksmithing,  after  which  he  is  taken  to  certain 
large  manufacturing  establishments,  so  selected  as  to  enable  him  to 
gee  and  examine,  on  a  large  scale,  that  with  which  the  institute's  shops 
have  afforded  him  familiarity  in  an  elementary  and  limited  degree. 

The  course  includes  work  with  metal  lathes,  planers,  drill  press, 
milling  machine;  also  work  in  carpentry,  wood  turning,  vise  work, 
blacksmithing,  molding,  steam  fitting.  The  iron  lathes,  planers  and 
miller  are  all  in  continual  use,  the  length  of  the  courses  on  these 
machines  being  divided  up  equally  among  the  students  of  the  class. 
Much  time  is  devoted  to  pattern  making.  The  course  has  of  late  been 
much  improved,  the  students  being  furnished  with  complete  patterns 
as  models,  as  well  as  drawing  of  parts  that 'they  are  required  to 
make,  together  with  complete  stock  pieces  for  making  the  same. 

Each  student  when  assigned  to  the  pattern  making  course  has 
already  executed  molding,  wood  turning  and  carpenter  work;  he 
therefore,  has  a  knowledge  of  how  a  pattern  should  be  made,  as  well 
as  skill  in  wood  turning,  and  in  the  use  of  pattern  making  tools.  In 
order  that  work  of  this  course,  which  is  regarded  as  the  mos^  valuable 
one  to  the  future  engineer,  shall  be  as  efficient  as  possible,  the  time 
devoted  to  it  is  made  continuous  by  causing  it  to  fall  entirely  in  the 
two  supplementary  terms. 

Nearly  all  the  wood  lathes  during  the  preleminary  terms  are  let  for 
the  use  of  the  patternmakers. 

Students  work  in  pairs  on  the  metal  lathes,  planers,  drill  press,  mil 
ler,  at  steam  fitting  and  blacksmithing,  and  in  groups  of  four  at  mill- 


INDUSTRIAL  EDUCATION  COMMISSION.  195 

w righting,  this  arrangement  having  been  found  to  give  much  better 
results  than  in  working  singly. 

Part  of  the  work  that  previous  to  this  time  haa  been  done  in  the 
senior  supplementary  term  has  been  incorporated  in  the  shopwork 
course,  viz  :  Tension  of  belting  in  transmitting  different  horse  power  ; 
rate  of  flow  of  water  under  a  constant  head  through  different  lengths 
of  pipe,  and  through  pipes  containing  globe  valves,  cocks  and  elbows; 
use  of  steam  engine  indicator  in  connection  with  a  slide  valve  engine 
and  model  specially  arranged  to  secure  to  the  student  a  thorough 
knowledge  of  the  exact  signification  of  the  several  portions  of  an  in- 
dicator card;  determination  of  the  maximum  load  that  can  be  sus- 
tained by  tension  pieces  of  tool  steel,  machine  steel,  wrought  iron, 
cast  iron,  and  brass,  that  have  been  turned  to  a  standard  size  during 
the  metal  lathe  course;  elasticity  of  a  pine  beam  32  feet  long,  sup- 
ported at  its  ends  and  loaded  at  various  points  along  its  length. 

All  this  experimental  work  occurs  after  the  first  regular  term  of  the 
sophomore  year,  at  which  time  the  students  have  acquired  sufficient 
knowledge  to  calculate  the  results  from  formulae,  as  well  as  to  derive 
them  from  experiment.  In  the  molding  course  the  cupola  is  used  as 
often  as  a  sufficient  number  of  molds  are  prepared  to  consume  an 
entire  charge  of  metal.  With  six  students  in  the  foundry  casting  oc- 
curs every  second  day. 

The  time  devoted  to  shop- work  by  each  student  is  distributed  as 
follows : 


Metal  lathe, 225  hours. 

Pattern-making, .100 

Metal  planer, 65 

Vise  work, 40 

Molding, 40 

Wood-turning, 40 

Blacksmithing, 40 

Miller, 32 

Drill  press, 24 

Mill  wrigh  ting, 24 


Carpenter, 25  hours. 

Brass  turning, 20  " 

Steam  fitting, 16  " 

Steam  boilers, 16  " 

Metal  testing, 8  " 

Elasticity  of  pine  beam,    ...  8  " 

Flow  of  water  though  pipes,  .  8  " 

Friction  of  belting, 8  " 

Indicator  cards, 8  " 


A  graduating  exercise  in  shop-work  is  now  being  put  into  opera- 
tion, and  consists  of  a  detailed  analysis  of  the  cost  of  manufacturing 
a  given  number  of  some  large  machine,  a  working  drawing  of  which 
is  supplied  the  student.  The  steps  involved  in  the  execution  of  the 
exercise  are  the  following : 

1.  Under  the  advice  of  skilled  professional  estimators,  the  kinds 
and  sizes  of  machine  tools  required,  and  the  time  each  tool  would  be 
used  on  each  part  of  the  machine  to  be  built,  are  determined  and  en- 
tered on  a  blank  form. 

2.  The  list  of  machine  tools  necessary  being  determined,  the  cost  of 
pulleys,  belting,  shafting  and  floor  space  are  determined  and  tabulated 

3.  A  form  giving  apparatus  for  motive  power,  etc.,  is  then  filled 
out,  care  being  taken  that  the  student  is  brought  into  contact  with 


19G  REPORT  OF  THE 

reliable  practicable  advice  in  determining  upon  those  details  of  outfit 
which  cannot  be  definitely  settled  without  personal  experience. 

4.  From  the  contents  of  the  last  two  forms,  the  size  and  arrange- 
ment of  building  will  be  determined;    and  the  cost  of  the  necessary 
building  will  be  obtained  by  the  student  from  a  contractor  who  is 
engaged  to  supply  such  information  when  called  upon. 

5.  Estimate  of  the  cost  of  stock  and  running  expenses  will  then  be 
made,  and  an  estimate  of  profits  calculated. 

A  course  of  experimental  mechanics  given  to  the  senior  class  during 
the  supplementary  term,  and  during  a  portion  of  the  regular  terms,  is 
intended  to  be  supplementary  to  the  work  of  the  third  year  in  analy- 
tical and  applied  mechanics,  resistance  of  materials  and  heat,  as  well 
as  preparatory  to  the  study  of  the  steam  engine,  pursued  during  the 
regular  terms  of  the  fourth  year. 

The  interest  manifested  in  these  exercises  during  the  three  years  in 
which  they  have  been  introduced  has  stimulated  the  department  to 
make  systematic  arrangements  for  their  continuance  and  for  more 
thorough  instruction  in  the  execution  of  the  experimental  tasks.  It 
is  arranged  under  eight  groups,  and  each  group  is  capable  of  affording 
three  tasks,  each  of  which  students,  working  in  pairs,  can  perform  in 
one  day  of  eight  hour?.  Consequently,  provision  is  made  for  forty- eight 
students  as  a  maximum.  The  programme  of  operations  is  as  follows  : 

During  the  months  of  July  and  August  a  party  of  assistants  re- 
hearses the  exercises,  so  that  no  time  need  be  lost  in  preparations  dur- 
ing September.  The  same  assistants  take  charge  of  a  group  of  exer- 
cises during  the  supplementary  term,  and  aid  students  to  secure,  with- 
out loss  of  time,  the  data  belonging  to  experiments.  As  soon  as  the 
data  of  any  one  experiment  is  secured,  the  students  report  to  the 
chief  instructor,  who  directs  such  calculations  as  are  necessary  to  de- 
duce from  the  observed  data  the  desired  conclusions,  after  which  the 
next  exercise  in  regular  order  is  assigned.  Blanks  for  the  data  to  be 
observed  and  for  the  results  to  be  deduced  are  in  readiness,  so  that 
the  success  of  each  task  within  the  specified  time  may  be  assured. 

The  exercises  in  experimental  mechanics,  as  arranged  for  the  class 
of  '84-,  included:  breaking  strength  of  metals;  elasticity  tests,  includ- 
ing springs;  valve  settings;  injector  test;  pump  test;  flow  of  water; 
flow  of  steam;  boiler  test;  dynamo  test;  Buckeye  engine  test;  anal- 
ysis of  chimney  gases;  driving  power  of  belts. 

Students  perform  an  experiment  and  collect  data  with  assistant  in- 
structor, and  work  up  results  and  deductions  with  head  of  department. 
For  each  exercise  one  day  is  allowed  for  performing  the  experiment, 
and  one  day  for  working  up  data. 

In  view  of  the  rapid  developments  of  electrical  science,  and  the 
close  relations  existing  between  many  of  the  new  applications  of  elec- 
tricity and  the  work  of  the  mechanical  engineer,  it  has  been  judged 


INDUSTRIAL  EDUCATION  COMMISSION.  197 

advisable  to  extend  the  regular  course  of  the  institute  somewhat  IB 
this  direction. 

The  fact  that  a  large  number  of  our  present  graduates  hold  promi- 
nent and  responsible  positions  in  the  electrical  companies  throughout 
the  country  sufficiently  proves- that  our  course,  as  heretofore  carried 
oui,  is  well  adapted  to  prepare  those  pursuing  it  for  the  profession  of 
the  electrical  engineer,  who  must  manifestly  be  first  of  all  a  mechani 
cal  engineer,  and  on  this  foundation  build  a  certain  amount  of  knowl- 
edge and  experience  in  the  special  theory  and  practice  of  electric  ap- 
plications. 

It  is  believed  that  by  the  addition  to  our  former  general  instruction 
in  electric  science  of  a  special  department  of  applied  electricity  as  a 
part  of  our  regular  course,  the  actual  requirements  of  the  profession 
will  be  best  met. 

In  this  department,  which  has  now  been  in  successful  operation  for 
two  years,  the  theoretical  knowledge  acquired  in  our  previous  regular 
course  has  been  supplemented  by  systematic  laboratory  instruction; 
in  the  management  and  care  of  batteries,  galvanometers,  rheostats, 
electrometers,  condensers,  etc.;  in  the  measurement  of  resistances 
of  wires,  batteries,  insulation,  resistance  and  capacity  of  cables,  elec- 
tromotive force,  etc.  These  and  other  experiments  have  been  made 
sufficiently  numerous  and  varied  to  familiarize  the  student  with  elec- 
trical terms,  as  potential,  electromotive  force,  resistance,  etc.;  to  give 
him  a  realizing  sense  of  the  various  electrical  magnitudes,  as  volts, 
ohm,  ampere,  etc.,  and  to  point  out  the  quantitative  relations  of  these 
units  to  the  ordinary  mechanical  ones. 

Special  attention  has  been  given  to  problems  in  connection  with 
dynamo  machines,  such  as  the  measurement  of  powerful  currents,  de- 
terminations of  efficiency  in  generators  and  in  electric  motors,  photo- 
metry of  arc  and  incandescent  lamps,  consumption  of  energy  in  gen- 
erator, conductors  and  lamps,  dimensions  of  wires  for  various  currents, 
etc. 

For  reasons  above  explained,  it  has  been  determined,  after  careful  consideration, 
not  to  establish  a  special  course  in  electrical  engineering.  A  competent  electrical  en- 
gineer needs  to  be  a  competent  mechanical  engineer,  and  nothing  taught  in  our  fall 
course  is  unnecessary  for  the  electrical  engineer.  To  quote  the  words  of  the  presi- 
dent of  one  of  the  largest  electrical  companies  in  the  country,  "An  electrical  engineer 
must  be  90  per  cent,  mechanical,  10  per  cent,  electrical." 

There  is  also  an  academic  and  preparatory  department  of  the  Ste- 
vens Institute  of  Technology.  Graduation  in  the  school  secures  ad- 
mission into  the  institute.  It  is  designed  to  meet  the  wants  of  youth 
preparing  for  the  Stevens  Institute  and  similar  scientific  and  techni- 
cal schools.  But  the  school  does  not  confine  its  studies  to  those  re- 
quired for  admission  into  scientific  schools.  It  embraces,  also,  in  its 
English  and  classical  courses  of  study  all  the  branches  pursued  by 
students  preparing  for  college  or  business. 


108  REPORT  OF  TIIE 


3.   Montclair  Public  Schools. 

At  a  school  meeting,  held  on  May  23,  1881,  a  committee  was  ap- 
pointed to  investigate  the  subject  of  industrial  or  technical  schools 
and  to  report  at  the  next  annual  meeting.  On  May  22,  1882,  after 
hearing  the  report  of  the  committee,  the  trustees  were  authorized  to 
give  opportunity  to  the  pupils  ot  the  grammar  school,  from  twelve  to 
fourteen  years  of  age,  to  learn  the  proper  use  of  wood-working  tools, 
and  $1,000  was  appropriated  for  the  purpose. 

Accordingly,  a  competent  instructor  was  secured,  a  room  in  the 
school  building  was  fitted  up  with  carpenters'  benches,  tool  racks, 
tool  boxes  and  twenty  five  sets  each  of  carpenters'  and  carvers'  tools; 
the  tools,  benches  and  fitting  costing  about  $350. 

On  October  1,  1862,  the  school  was  opened.  The  second  and 
third  grade  grammar  classes  (ages  from  eleven  to  fourteen)  were 
selected.  A  course  of  work  was  laid  out.  When  it  was  possible  to 
find  anything  written  on  the  subject  it  was  purchased  and  used  as 
text  book.  While  the  boys  were  in  the  work  shop,  the  girls  of  the 
same  classes,  under  the  guidance  of  their  regular  teachers,  received 
lessons  in  needlework,  embroidery  and  plain  sewing.  They  designed 
and  drew  patterns,  then  transferred  the  same  to  goods.  After  this 
they  worked  out  the  patterns  with  colored  woolens  or  silks. 

The  average  attendance  each  year  in  the  carpenter  shop  has  been 
about  fifty  and  in  the  sewing  classes  about  forty  pupils.  The  time 
devoted  to  the  work  has  been  one  hour  twice  a  week,  in  school  hours. 
Arrangements  were  made  so  that  the  usual  school  studies  were  not 
interfered  with.  At  the  close  of  the  year  the  pupils  who  have  at- 
tended the  industrial  school  have  passed  satisfactory  examinations  in 
their  regular  school  studies  and  maintained  their  standing  in  their 
respective  classes.  They  appeared  not  to  have  lost  any  ground,  but 
rather  gained. 

The  expenses  for  starting  and  carrying  on  of  this  work  for  the  several 
years  have  been  as  follows  : 

First  year, $725  86 

Second  year, 599  34 

Third  year, 528  51 

Fourth  year, 081  19 

The  teachers'  reports  for  the  school  year,  ending  July  1,  1886,  are 
as  follows : 

Carpentry  class,  average  daily  attendance,      30 

Carving  class,  average  daily  attendance,      26 

Pupils  draw  their  own  designs  on  paper  or  on  blackboard  before 
beginning  work.  Boys  in  carpentry  class  have  finished  the  thirty 
lessons  in  the  course  laid  out,  making  altogether  one  hundred  and 
twenty  different  pieces.  Boys  in  carving  class  have  had  practice  in  panel 


INDUSTRIAL  EDUCATION  COMMISSION.  199 

work;  have  made  wall  brackets,  book  racks,  ink  stands,  card  racks, 
picture  frames,  etc .;  in  all  seventy  pieces. 

Boys  show  great  diversity  of  talent,  some  becoming  in  a  little  time 
quite  expert  in  tool  handling,  while  others  find  it  much  more  difficult. 
They  show  much  enthusiasm  and  love  for  the  work,  many  being  in- 
clined to  visit  the  shop  during  play  hours  to  work.  Rigid  discipline 
is  maintained  at  all  times,  but  the  teacher  has  scarcely  any  trouble  or 
annoyance.  Each  boy  has  a  particular  place  assigned  to  him  and 
always  uses  the  same  set  of  tools  and  is  held  responsible  for  keeping 
the  tools  in  order  and  for  returning  them  to  their  proper  places  at  the 
close  of  the  lesson. 

COURSE  OF  INSTRUCTION  IN  CARPENTRY. 

Lesson  (1)  use  of  hammer,  vice,  the  rule,  tri-square  ;  (2)  use  of  hammer  in  driv- 
ing nails  and  spikes;  (3  and  4)  use  of  plane  ;  (5)  use  of  jointer ;  (6)  use  of  chalk  line 
and  rule  ;  (7)  use  of  smoothing  plane  ;  (8)  use  of  saw  ;  (9)  use  of  rip  saw  ;  (10  and 
11)  use  of  marking  gauge  ;  ( 12)  use  of  bit  and  brace  ;  (13)  practice  on  lessons  9  and 
12;  (14)  striking  out  and  boring  for  mortise;  (15)  use  of  mallet  and  mortising 
chisel;  (16)  use  of  paring  chisel ;  (17)  planing  to  gauge;  (18)  making  square  frames 
from  rough  boards  ;  (19)  use  of  brad  awl  and  screw  driver  ;  (20)  driving  nails  hori; 
zontally  ;  (21)  planing  boards  out  of  wind  ;  (22)  use  of  knife  for  accurate  marking  ; 
(23)  making  dovetails  ;  (24)  sharpening  tools  ;  (25  and  26)  make  square  frame  with 
locked  joints  ;  (27  and  28)  make  square  frame,  mortised  corners;  (29  and  30)  make 
square  frame  with  mitred  corners;  (34)  preparing  stock,  sawing,  planing,  jointing; 
(32)  striking  out  stock  for  different  portions  of  a  box  ;  (33)  halving  sides  and  fitting 
ends;  (34)  putting  parts  together  ;  (35)  smoothing  surfaces  ;  (36)  fitting  lid  to  box; 
(37)  fitting  butts;  (38)  fitting  lock;  (39  and  40)  special  instruction  in  sharpening 
tools. 

4.  Newark  Technical  School. 

Through  the  zeal  and  interest  of  the  Newark  board  of  trade  a  bill 
authorizing  the  establishment  of  technical  schools  was  presented  to 
the  Legislature  during  the  session  of  1881  and  passed,  whereby  the 
State  appropriated  from  three  to  five  thousand  dollars  annually,  pro- 
vided the  citizens  raise  a  like  sum  By  earnest  and  persistent  effort 
the  board  of  trade  succeeded  in  securing  an  annual  subscription  of 
five  thousand  dollars  by  the  citizens  for  five  years,  making  ten  thou- 
sand dollars  per  annum  for  the  support  of  the  school. 

The  entire  control  of  these  schools  is  vested  in  a  board  of  trustees. 
"  which  shall  consistof  the  Governor,  ex-oMcio,  who  shall  be  president 
thereof,  two  persons  selected  by  the  State  Board  of  Education,  two  by 
the  citizens  and  associations  contributing,  two  by  the  board  of  educa- 
tion, school  committee,  or  other  like  body,  of  the  locality  where  such 
school  is  established,  and  one  by  the  common  council,  township  com- 
mittee or  other  governing  body  thereof,  if  such  city,  town  or  town- 
ship shall  contribute  to  the  maintenance  of  such  school." 

The  trustees  received  no  compensation,  but  the  expenses  necessarily 
incurred  by  them  in  the  discharge  of  their  duties  are  paid  out  of  the 
school  fund  of  the  State. 

The  object  of  all  schools  established  under  this  act  of  the  Legisla- 


200  REPORT  OF  THE 

tare  is  the  "  training  and  education  of  pupils  in  industrial  pursuits  (in- 
cluding agriculture),  so  as  to  enable  them  to  perfect  themselves  in 
the  several  branches  of  industry  which  require  technical  instruction." 

The  Newark  school  opened  February  9,  1885. 

As  stated  by  the  director,  4i  It  is  not  a  school  for  teaching  trades ;  it 
is  not  a  school  of  manual  training  The  classes  of  men  the  technical 
school  is  designed  to  reach  are  abnormally  developed,  it  might  be 
said,  in  the  line  of  manual  training,  and  it  is  the  mental  training 
which  is  necessary  to  round  out  the  complete  man.  The  latter  the 
technical  school  designs  to  give.  No  attempt  is  made  to  graduate 
superintendents,  engineers,  or  experts  of  any  kind,  that  being  outside 
of  the  plan  of  the  management.  The  wish  and  expectation  is  that 
when  the  students  have  completed  their  course  they  will  be  better 
workmen  than  when  they  commenced." 

From  the  character  of  the  examination  papers  handed  in  at  the  en- 
trance examination  it  was  evident  that  a  large  number  would  avail 
themselves  of  the  advantages  offered  by  the  school  if  they  could  pass 
the  entrance  examination.  A  preparatory  class  was  therefore  estab- 
lished, requiring  no  examination  for  admission.  In  this  class  instruc- 
tion is  given  in  arithmetic,  and  at  the  end  of  the  year  an  examina- 
tion is  required  which  corresponds  to  the  entrance  examination. 

In  accordance  with  this  recommendation,  seventy-seven  applicants 
were  admitted  to  a  preparatory  class  January  18,  1886,  varving  in  age 
from  sixteen  to  thirty- one  years.  At  the  close  of  the  vear,  fifty- one 
of  this  number  were  in  attendance. 

ADMISSION. 

An  examination  for  admission  is  required  more  for  the  sake  of  find- 
ing out  what  the  applicants  know  than  to  admit  only  a  favored  few. 
The  management  find  this  necessary  in  order  to  ascertain  the  kind  of 
material  they  have  to  work  with. 

The  requirements  for  admission  are  as  follows  : 

Applicants  for  admission  must  be  at  least  sixteen  years  of  age,  of 
good  moral  character,  and  residents  of  Newark. 

They  must  pass  a  satisfactory  examination  in  arithmetic,  geography, 
history  and  English  composition,  to  enter  the  first-year  class. 

Certificates  of  graduation  from  any  grammar  school  in  Newark  are 
accepted  as  the  requisite  qualification  for  admission. 

Applicants  who  have  not  graduated  at  a  grammar  school  must  pass 
an  examination  in  the  above  studies. 

No  applicants  are  received  who  are  attending  other  schools. 

Applicants  who  are  not  prepared  to  enter  the  first  year  class  may 
enter  the  preparatory  class  without  an  examination  at  any  time,  and 
must  be  at  least  fifteen  years  of  age. 

The  sessions  of  the  school  are  held  five  evenings  in  the  week,  viz : 


INDUSTRIAL  EDUCATION  COMMISSION,  201 

From  Monday  to  Friday  inclusive.  The  hours  of  each  sessions  are 
from  7:20  to  9:30. 

In  laying  out  a  course  of  study  for  any  class  of  pupils  the  ultimate 
object  must  be  kept  in  view,  even  though  it  is  reached  in  an  indirect 
way,  and  where  the  object  is  the  greatest  good  to  the  greatest  num- 
ber, individual  desires  and  peculiarities  of  mental  capacity  cannot  be 
given  too  much  importance.  The  trustees  of  the  technical  school  have 
wisely  chosen  not  to  attempt  too  much  at  the  outset,  and  p]anned 
their  course  so  as  to  embrace  but  few  subjects.  The  few  that  have 
been  selected  are  well  calculated  to  train  the  mind  in  methods  of  de- 
ductive and  inductive  reasoning,  which,  taken  together,  complete  the 
method  of  true  thought.  • 

The  course  of  study  requires  four  years  and  is  arranged  in  the  follow- 
ing departments : 

DEPARTMENT  OF  SCIENCE. 

(a)  Physics,  with  applications. 

(b)  General  and  agricultural  chemistry,  with  applications. 

DEPARTMENT  OP  MATHEMATICS. 

(a)  Arithmetic. 

(b)  Algebra. 

(c)  Geometry  (plane  and  solid). 

(d)  Trigonometry, 

(e)  Elementary  mechanics. 

(f  )  Principles  and  use  of  machinery  and  tools. 

DEPARTMENT  OF  DRAWING. 

(a)  Free-hand. 

(b)  Model. 

(c)  Cast. 

(d)  Architectural. 

(e)  Mechanical. 

4i  All  students  are  obliged  to  study  free-hand  before  mechanical  draw- 
ing, it  being  considered  essential  that,  in  order  to  make  a  good  me- 
chanical drawing,  a  person  should  be  able  to  make  a  fair  sketch.  For 
those  who  do  not  intend  to  be  draughtsmen,  the  course  in  free-hand 
is  of  great  advantage  in  enabling  them  to  express  ideas  graphically  to 
others,  which  can  be  better  done  by  this  means  than  by  words. 

Many  applicants  seem  to  have  a  decided  aversion  to  1  aking  this  part 
of  the  course,  especially  if  they  have  no  taste  or  apparent  talent  in 
that  direction,  and  do  not  expect  to  follow  any  mechanical  pursuit. 
But  there  comes  a  time  in  the  life  of  every  man,  no  matter  what  his 
business  is,  when  he  wishes  to  express  an  idea  to  another,  which  can 
be  better  understood  and  in  less  time,  if  illustrated  by  a  sketch  than 
described  in  words. 


202  REPORT  OF  THE 

The  methods  of  instruction  followed  in  the  technical  school  do  not 
differ  materially  from  those  pursued  elsewhere.  Mathematics  is  taught 
by  demonstration  at  the  blackboard  and  individual  work  at  the  desks. 
Physics  and  chemistry  are  taught  by  lecture,  illustrated  by  experiments 
showing  physical  and  chemical  phenomena,  suites  of  specimens  show- 
ing raw  materials  and  manufactured  products  in  technical  processes, 
and  lantern  views. 

Drawing  is  taught  the  first  year  from  the  "ilat"  or  copy.  In  the 
second  year  wooden  models  and  plaster  casts  serve  as  subjects,  the 
sketch  being  executed  with  crayon  and  stump,  and  without  artificial 
aid.  The  collection  of  plaster  casts  is  well  selected,  and  includes  half- 
size  figures  of  Vensns  de  Milo,  Apollo,  Belvidere,  Discobolus,  the  Danc- 
ing Faun,  the  Fighting  Gladiator,  the  Dying  Gladiator,  busts  of  Ajax, 
Napoleon,  Laocoon,  Sabrina,  Julius  Csesar,  masks  of  King  Agrippa, 
Bitellus  and  Augustus  Caesar,  besides  casts  of  hands,  arms,  feet,  leaves, 
flowers  and  fruit.  From  these  the  student  obtains  a  good  idea  of  pro- 
portion by  training  the  eye  to  sketch  objects  from  any  point  of  view 
and  without  measurement.  Indirectly,  these  casts  serve  another  pur- 
pose. The  siudent  cannot  have  these  before  him  many  times  before 
he  asks  whom  the  figures  represent.  The  majority  of  our  students  have 
never  heard  of  the  characters  in  mythology,  and  many  of  the  histor- 
ical personages  represented  by  these,  and  often  a  new  inspiration  is 
developed,  followed  up  by  a  search  for  information  which  would  prob- 
ably never  have  occurred  to  them  otherwise,  and  which  may  lead  to 
a  considerable  degree  of  literary  culture." 

In  the  third  and  fourth  years  the  students  are  taught  mechanical 
drawing,  being  at  first  required  to  make  a  drawing  of  some  simple 
model,  showing  three  different  views,  then  a  drawing  of  the  pans  of 
a  machine,  and  finally  the  complete  machine  put  together  from  data 
which  they  already  have,  and  not  from  the  machine  itself.  These 
drawings  are  all  working  drawings,  and  such  as  could  be  used  in  any 
shop. 

RESULTS. 

The  results  simply  justify  the  establishment  of  the  school.  At  its 
opening,  in  1885,  there  were  109  students:  in  1888,  255,  90  of  whom 
were  in  the  preparatory  class. 

The  report  ol  the  director,  for  1886,  says : 

'•  The  progress  which  the  students  make  is  necessarily  slow  for  two 
reasons : 

"  1st.  The  majority  have  been  out  of  school  a  long  time,  their  minds 
have  become  dulled  by  inaction,  and  they  have  never  had  any  trained 
habits  of  thought. 

u  2d.  But  little  time  can  be  obtained  for  study  outside  of  school 
hours,  the  majority  of  the  students  being  at  work  ten  hours  a  day. 

"  Occasionally  enthusiastic  workers  in  the  same  shop  will  get  to- 


INDUSTRIAL  EDUCATION  COMMISSION.  203 

gether  during  the  dinner  hour  and  devote  a  part  of  it  to  study.  Em- 
ployers are  much  gratified  to  see  their  employes,  who  are  students  of 
the  technical  school,  get  together  at  noon  for  a  *  quiz.' 

"In  the  course  of  conversations  with  employers,  I  have  discussed  the 
matter  of  their  further  interest  in  the  school  by  forwarding  to  me  ap- 
plications for  help  when  they  wish  to  engage  clerks,  apprentices  or 
journeymen,  thus  giving  me  the  chance  of  filling  such  places  with 
our  students,  should  there  be  any  whom  I  could  recommend.  It 
seems  to  be  the  general  sentiment  of  the  employers  that  if  an  ar- 
rangement of  this  kind  could  be  carried  out  it  would  be  of  great 
service  to  them,  as  well  as  the  students. 

"  The  school  exhibits  a  healthy  growth  and  public  interest  in  its  suc- 
cess seems  to  be  increasing." 

5.  Orange. 

"  The  sum  of  $1,000  was  appropriated  by  the  common  council  in 
April  (or  May),  1887,  for  the  establishment  of  manual  training  in  our 
public  schools;  and  an  additional  sum  of  $1,000  was  received  from 
the  State,  in  accordance  with  an  act  passed  in  the  New  Jersey  Legis- 
lature on  April  28,  1887. 

u  We  have  started  this  month  with  sewing,  paper  weaving  and  clay 
molding,  and  kindergarten  methods  in  general,  in  the  primary 
classes.  The  industrial  drawing,  including  original  designs,  working 
drawings,  etc.,  has  been  in  the  schools  for  some  years,  and  is  con- 
tinued on  the  same  basis.  The  sewing  has  been  introduced  in  all 
the  grades,  including  high  school.  It  is  probable  that  domestic 
economy,  including  lessons  in  simple  cooking,  will  be  introduced 
also,  in  the  girls'  upper  high  school  classes,  in  the  course  of  a  few 
months.  It  is  intended  to  give  simple  lessons  in  carpentry  to  boys  of 
the  grammar  and  high  school  classes,  as  soon  as  a  competent  in- 
structor can  be  secured,  and  a  room  fitted  up.  The  room  is  already 
secured.  The  attitude  of  the  public  mind  seems  very  favorable  to 
the  plan,  and  the  interest  of  the  pupils  is  undoubted.  There  are  two 
special  lady  teachers,  and  they  are  assisted  in  the  lessons  by  the  regu- 
lar class  teachers.  One  lesson  a  week  in  drawing,  and  one  lesson  in 
sewing,  paper  weaving  or  clay  work,  of  some  thirty  or  thirty-five 
minutes  each,  are  given  in  each  class.  With  the  exception  of  the 
drawing,  most  of  the  work  has  been  so  recently  introduced  that  I 
cannot  speak  of  results  to  any  extent ;  but  we  are  greatly  pleased 
with  the  beginning.  The  industrial  drawing  which  was  introduced 
some  nine  years  aso,  has  been  a  very  successful  feature  of  our  course. 

"  Very  truly  yours, 
(Signed)  "  U.  W.  CUTTS,  Superintendent.''' 


201  REPORT  OF  THE 

6.  Vineland 

The  following  very  interesting  account  of  Manual  Training  in  the 
Vineland  Schools  was  kindly  furnished  to  the  Commission  by  the 
Secretary  of  the  school  hoard,  Mr.  W.  McGeorge,  Jr. : 

"  October  1st,  1888. 

u  *  *  «  *  j  gladly  send  you  an  account  of  what  we  are  doing, 
why  we  introduced  it,  how  we  are  trying  to  do  it — the  effect  upon  our 
schools,  what  aid  is  afforded  by  the  State,  how  received  by  the  public, 
etc.,  etc. 

"  It  is  well  to  understand  in  the  first  place  that  our  district  is  the 
smallest  one  undertaking  this  work,  so  far  as  I  know. 

U0ur  school  census  calls  for  about  1.100  children  from  five  to  eigh- 
teen. The  school  buildings  are  one  mile  apart  (seven  of  them)  with 
the  high  school  in  the  center,  of  six  rooms. 

"  In  1875  at  our  annual  school  meeting  the  subject  of  industrial  edu- 
cation, manual  training  (neither  of  which  terms  is  the  proper  one,  I 
prefer  creative  and  constructive  training),  was  casually  discussed.  At 
once  the  trustees  began  to  investigate  this  work.  In  1876  by  an  al- 
most u  nanimous  vote  of  the  school  meeting  the  trustees  were  instructed 
to  prepare  plans  for  its  introduction  and  report  at  next  meeting.  A 
self- constituted  committee  of  five  gentlemen,  all  theorists,  took  the 
matter  into  their  hands  hoping  to  force  the  trustees  to  adopt  their 
views.  Some  good  work  was  done  by  them  in  the  way  of  newspaper 
articles  and  the  holding  of  two  public  meetings,  which  served  to  create 
a  strong  public  sentiment,  and  thus  pave  the  way  lor  the  trustees  to 
carry  out  their  plans. 

"  Our  plan  was  to  begin  in  a  small  way  and  at  small  cost  to  introduce 
such  work  as  had  been  tried  and  successfully  engrafted  upon  the 
public  school  system. 

u  In  1887  we  presented  our  plans  and  asked  for  $500.  It  was  voted 
without  an  opposing  vote  in  a  gathering  of  387  citizens. 

a  We  recognized  that  drawing  was  the  basis  or  foundation,  that  sew- 
ing presented  many  valuable  points.  To  do  this  we  must  have  two 
specialists,  and  our  $500  would  not  obtain  one.  We  knew  this  when 
we  asked  for  this  amount,  but  wanted  the  money  for  material. 

"  We  sought  for  a  man  who  could  act  as  principal  and  train  our  sev- 
enteen teachers  so  that  they  could  teach  the  children  in  their  schools. 
We  found  a  man  of  the  right  stamp,  and  in  June,  1887,  opened  a 
summer  training  school  for  teachers  with  an  tendance  of  45,  and 
here  the  year's  work  was  taught 

"The  drawing  is  divided  into  ten  steps: 

"  1.  Begin  with  splints,  making  designs  in  straight  lines  ;  draw  these  designs  on 
slates  ;  then  paper  is  furnished  them,  14x11,  and  these  same  designs  are  drawn 
with  pencil — no  ruler,  no  rubber. 


INDUSTRIAL  EDUCATION  COMMISSION.  205 

"2.  Curved  lines.  Waxed  threader  string  make  designs,  ^ 

and  proceed  as  above, 

"3.  Copying  from  flat,  f  no  ruler9'   no  rubbers, 

"4.  Copying  from  object, 
"5.  Begin  mechanical  drawing  with  instruments,  etc.,  etc. 

aEach  pupil  works  independently.  As  soon  as  a  step  is  completed 
and  his  paper  accepted,  it  is  sent  to  the  principal  and  he  keeps  it. 
returning  for  it  a  certificate  stating  that  the  first  step  is  completed. 
At  least  two  lessons  each  week  are  given ;  but  drawing  can  be  en- 
gaged in  at  any  time  when  a  pupil  is  not  otherwise  engaged.  All 
must  draw. 

"At  our  training  school,  June,  1888,  lessons  in  clay  modelling  were 
given  and  will  be  introduced  this  year.  Ten  lessons  in  carpentry  and 
several  lessons  in  budding  and  grafting. 

;'  By  our  State  law  any  city  voting  $5,000  receives  a  like  amount, 
and  $1,000  was  formerly  given  to  small  districts  raising  $1,000.  This 
was  later  repealed  making  it  $500. 

'•  For  the  $500  voted  by  our  district  we  received  $500  from  the  State. 
Our  taxpayers  voted  the  same  sum  this  year  and  willingly,  showing 
that  public  sentiment  favors  the  work.  An  exhibition  of  work  done 
was  held  in  March  last  and  for  two  days  hundreds  of  people  exam- 
ined the  work. 

"  It  is  impossible  for  me  to  tell  you  how  this  creative  and  construc- 
tive training  enters  into  other  school  work.  Our  teachers  have  made 
some  of  the  handsomest  charts,  maps  and  pieces  of  school  apparatus 
that  I  ever  saw.  We  are  not  trying  to  teach  trades,  but  we  are  trying 
to  train  the  hand  and  eye.  Penmanship  properly  belongs  to  this 
branch  of  work  and  has  been  added  to  it  by  us.  Samples  of  work  are 
at  your  disposal." 


206  KEPOKT  OF  TUE 


XVI.    NEW  YORK. 

1.  Albany  High  School. 

A  special  committee  appointed  to  investigate  and  report  as  to  the 
advisability  of  introducing  manual  training  into  the  public  schools  01' 
Albany,  recommended  and  the  board  adopted  the  following  resolu- 
tions in  October,  7887 : 

u  Resolved,  Tnat  it  is  expedient  and  advisable  that  manual  train- 
ing be  added  as  a  part  of  the  course  of  instruction  in  our  public  schools. 

u  Resolved,  That  for  the  purpose  of  giving  the  new  system  a  fair 
trial  in  the  most  economical  manner  possible,  one  of  the  rooms  in  the 
basement  of  the  high  school  building  be  fitted  up  as  a  wood-working 
shop;  that  a  competent  instructor  be  employed  to  teach  the  boys  in 
attendance  at  the  high  school  in  the  proper  use  of  wood  working  tools 
for  a  period  of  one  year,  the  total  cost  not  exceeding  $1,500.'' 

Pursuant  to  these  resolutions  the  appropriation  was  duly  made,  the 
workshop  fitted  up,  and  in  January,  1888,  the  classes  were  organized 
and  the  course  opened. 

The  shop  was  furnished  with  twelve  double  work  benches,  giving 
ample   space  for  classes,   or  divisions,  of   twenty-four  boys    each. 
Twenty-four  kits  of  tools  were  provided,  each  consisting  of  the  fol 
lowing : 

1  wooden  jack-plane,  2  gauges,  1£  and  -J  in., 

1  Bailey  iron  fore  plane,  5  socket  chisels,  £  to  1|  in., 

1  Bailey  block-plane,  1  oil  stone, 

1  try  square,  1  oil  can, 

1  back  saw,  1  hammer, 

1  marking  gauge,  1  two-foot  rule, 

1  mortice  gauge,  1  brace, 

1  sliding  T  level,  1  mallei, 

1  screw  driver,  1  cutter  board, 

1  pair  winged  dividers,  1  duster. 

5  auger  bits,  £  to  %  in., 

"  The  following  tools  for  general  use  were  also  furnished :  counter 
sink,  brad-awls,  files,  gimlet  bits,  four  cross  cut  saws,  four  rip-saw?, 
one  set  of  numbers  and  letters  to  mark  and  distinguish  each  pupil's 
work,  one  dozen  iron  hand  clamps,  brass  stencil  to  mark  aprons  and 
hooks,  six  saw  benches,  a  grindstone  and  a  saw  clamp. 

"  A  lavatory  of  twelve  basins  and  ample  toweling  permits  each  di- 
vision to  wash  and  dry  hands  in  a  moment,  while  eachvpupil  provides 


INDUSTRIAL  EDUCATION  COMMISSION.  207 

himself  with  a  long  work-apron  to  protect  his  clothing  while  at  the 
bench. 

Ct  The  cost  of  fitting  and  furnishing  the  shop  was  as  follows : 

"Twelve  double  work  benches $15600 

Tools 251  15 

Materials 14  41 

Lavatory 140  10 

Carpenter  and  painting  bills 23  00 

$584-  66 


"  The  special  teacher  is  paid  $800  a  year.  It  is  estimated  that  ma 
terials,  tools  and  supplies  of  all  kinds  will  not  cost  more  than  $200  a 
year,  so  that  the  running  expenses  of  this  shop,  giving  instruction  to 
250  boys,  will  be  about  $1,000  a  year.  It  is  a  noteworthy  fact  that  in 
five  months  the  breakage  amounted  to  just  twenty- four  cents.  A 
more  extended  plant  reaching  out  into  metal  working,  forging,  lathe- 
work,  molding  and  similar  lines,  will  require  additional  expenditure. 

"  The  shop  was  opened  for  class  work  in  Februrry.  The  boys  of  the 
first  and  second  years  were  required  to  join  in  this  work,  but  those  of 
the  two  upper  classes  were  permitted  to  volunteer.  Much  to  the  sur- 
prise of  the  teachers,  every  boy  in  the  school  announced  his  desire 
to  take  the  new  course,  and  before  many  weeks  had  elapsed  the 
senior  boys,  conscious  that  their  time  was  limited  to  the  few  weeks  of 
school  left  before  their  graduation,  formed  a  special  class  to  take  les- 
ions after  school  hours  and  on  Saturdays,  thus  giving  the  strongest 
evidence  of  their  high  appreciation  of  the  chance  offered  them  of  get- 
ting even  a  brief  course  in  manual  training. 

uThe  course  of  procedure  in  instruction  is  briefly  this :  The  drawing 
teacher  exhibits  an  object  to  the  class ;  the  pupils  make  a  working 
drawing  from  the  object,  carry  the  latter  to  the  shop  and  from  it  re- 
produce the  object  in  wood.  Of  course  this  is  preceded  by  a  sufficient 
number  of  lessons  in  the  use  of  tools  to  enable  the  pupils  to  work 
readily  and  intelligently.  Principles  of  construction  are  taught,  as 
well  as  the  most  general  use  of  tools.  Nothing  is  made  for  use  or  for 
sale.  Some  specimens  of  work  are  kept  to  illustrate  the  work  of  the 
shop ;  the  rest  are  either  used  over  in  the  preliminary  course  in  the 
use  of  tools,  or  are  broken  up  and  destroyed. 

"  From  our  brief  experience  we  believe  that  it  is  established  that 
manual  training  is  legitimate  educational  work  in  our  schools ;  that 
the  tendency  is  to  keep  boys  longer  in  school ;  that  its  effect  is  to 
round  out  the  development  of  the  pupil ;  that  it  promotes  good  order 
and  discipline;  that  it  has  a  moral  force,  and  that  it  dignifies  manual 
labor  by  removing  false  notions  of  degradations." 

The  report  of  the  principal  of  the  high  school  states  : 

"  The  most  signal  departure  of  the  year  was  the  establishment  of 


208  REPORT  OF  THE 

the  manual  training  department.  On  the  first  of  February,  1888,  the 
large,  well  lighted  play-room  of  the  boys'  gymnasium  was  ready,  with 
its  twenty-four  well-equipped  benches,  to  receive  the  first  class  in 
manual  training.  Work  in  this  department  was  required  of  all  the 
boys  in  the  two  lower  classes,  but  was  made  voluntary  in  the  two 
upper  classes,  in  order  that  the  experiment  might  not  at  the  outset  be 
complicated  by  any  opposition  or  antagonism  from  those  whom  it  was 
established  to  benefit.  The  result  was  that  within  one  week  almost 
every  boy  of  the  entire  two  hundred  was  enrolled  in  one  of  the  man- 
ual divisions.  By  a  careful  adjustment  of  our  programme  of  daily 
recitations,  I  was  able  to  give  to  each  boy  two  recitation  hours  per 
week  at  the  bench  without  interference  with  other  recitations.  By 
this  arrangement  also  every  bench  was  occupied  almost  every  avail- 
able hour  of  the  week. 

"  I  think  no  more  time  could  profitably  be  devoted  to  this  branch 
than  is  now  given,  without  detriment  to  other  departments.  Indeed, 
few  subjects  taught  in  the  school  receive  more  than  the  equivalent  of 
two  hours  per  week  during  the  entire  four  years.  I  believe  the  board 
has  adopted  the  true  policy  in  this  matter — not  to  turn  our  high  school 
into  a  trades'  school,  but  to  add  (what  the  term  signifies)  hand  train- 
ing to  that  of  mind-training.  As  certain  lines  of  study  have  been 
found  best  fitted  for  mental  training,  so  the  line  of  work  selected  for 
this  new  department  seems  best  fitted  to  develop  manual  skill. 

"Of  course  the  whole  subject  of  luanual  training  as  related  to  our 
public  schools  is  still  in  its  infancy,  but  1  hope  to  see  it  so  far  ex- 
tended as  to  include  instruction  to  the  girls  as  well  as  to  the  boys.  A 
beginning  could  certainly  be  made  with  very  little  expense.  Should 
it  be  deemed  advisable  to  add  instruction  in  metal  work  to  that  in 
wood  work  for  the  boys,  we  have  a  room  in  the  building  that  could 
easily  be  arranged  for  the  purpose." 

The  following  is  a  partial  schedule  of  the  work  thus  far  laid  out  for 
this  department : 

No.    1.  Hammer  and  planes. 

2.  Planing  and  sawing. 

3.  Housing  or  gaining  out. 

4.  Housing  or  gaining  angles. 

5.  Housing  or  gaining  angles. 

6.  Housing  or  gain  ing  angles. 

7.  Boring  square,  perpendicular  and  horizontal. 

8.  Boring  angles. 

9.  Square  butt-joint,  nailing  exercise. 

10.  Square  butt-joint,  toe  nailing  exercise. 

11.  Square  butt-joint,  housed  and  glued. 

12.  Square  butt  boxed  and  glued. 

13.  Halving  at  corners,  nailed  and  glued. 

14.  Halving  at  corners  and  glued. 

15.  Halving  at  centers  and  glued. 

16.  Slip  mortise  and  tenon. 

17.  Half  blind,  slip  mortise  and  tenon,  glued. 


INDUSTRIAL  EDUCATION  COMMISSION.  209 

18.  Mortise  and  tenon. 

19.  Blind  mortise  and  tenon. 

20.  Corner  mortise  and  tenon. 

21.  Double  slip-mortise  and  tenon. 

22.  Double  mortise  and  tenon. 

23.  Miter  square  edge  nailed  and  glued. 

24.  Miter  square  flat  nailed  and  glued. 

25.  Half  miter  and  half  square. 

26.  Half  miter  and  half  square,  slip-mortise  and  tenon. 

27.  Half  dovetail  corner. 

28.  Half  dovetail  center. 

29.  Half  dovetail  and  half  square. 

30.  Dovetail,  one  tenon. 

31.  Dovetail,  one  tenon  reverse. 

32.  Dovetail  butt-joint. 

33.  Dovetail  brace-joint. 

34.  Dovetail  two  tenons. 

35.  Dovetail  three  tenons. 

36.  Dovetail  three  tenons  and  halved. 

37.  Dovetail  three  tenons  half-blind. 

38.  Dovetail  three  tenons  half-blind. 

39.  Double  dovetailing  two  tenons. 

40.  Double  dovetailing  two  tenons  half-blind. 

41.  Double  dovetailing  two  tenons  blind. 

42.  Doweling  square  butt. 

43.  Doweling  square  butt  halved. 

44.  Doweling  square  butt  blind. 

45.  Kerfing  and  bending. 

46.  Splicing  and  scarfing. 

2.    Pratt  Institute. 

The  Pratt  Institute  was  established  after  many  years'  study  on  the 
part  of  its  founder,  Mr.  Charles  Pratt,  of  Brooklyn. 

Land  was  purchased  in  1884,  and  the  construction  of  buildings  car- 
ried on  through  1887.  May  19,  1887,  the  charter  was  granted  with 
power  to  confer  degrees. 

Its  aims  and  methods  are  thus  set  forth  in  a  circular  of  information 
issued  in  1888  :  u  Its  object  is  to  promote  manual  and  industrial  edu- 
cation, and  to  supplement  this  latter  by  advanced  work  in  science 
and  art. 

It  is  now  generally  recognized  that  manual  training  is  an  important 
and  necessary  adjunct  to  the  education  of  the  schools,  and  that  mind 
and  eye  and  hand  must  together  be  trained  in  order  to  secure  sym- 
metrical development.  Manual  training  aims  at  the  broadest,  most 
liberal  education.  While  developing  and  strengthening  the  physical 
powers,  it  also  renders  more  active  and  acute  the  intellectual  faculties, 
thus  enabling  the  pupil  to  acquire  with  greater  readiness,  and  to  use 
more  advantageously,  the  literary  education  which  should  go  hand  in 
hand  with  the  manual. 

The  need  of  manual  training  as  a  developing  power  is  scarcely  less 
than  that  of  industrial  education — such  education  as  shall  best  enable 
14  ED.  COM. 


210  REPORT  OF  THE 

men  and  women  to  earn  their  own  living  by  applied  knowledge  and 
the  skilful  use  of  their  hands  in  .the  various  productive  industries. 
Accordingly,  the  institute  seeks  to  provide  facilities  by  which  those 
wishing  to  engage  in  mechanical  or  artistic  pursuits  may  acquire  a 
thorough  theoretic  and  practical  knowledge  thereof,  or  may  perfect 
themselves  in  that  occupation  in  which  they  are  already  engaged. 

AIMS. 

The  two-fold  aim  of  the  institute  is  based  on  an  appreciation  of  the 
dignity  as  well  as  the  value  of  intelligent  handicraft  and  skilled 
manual  labor.  It  endeavors  to  give  opportunities  for  complete  and 
harmonious  education,  seeking  at  the  same  time  to  establish  a  system 
of  instruction  whereby  habits  of  thinking  may  be  inculcated,  to  de- 
velop those  qualities  which  produce  a  spirit  of  self-reliance,  and  to 
teach  that  personal  character  is  of  greater  consequence  than  material 
productions. 

It  offers  its  advantages  to  those  only  who  propose  to  do  their  own 
part  earnestly  and  well.  Its  aim  is  to  aid  those  who  are  willing  to 
aid  themselves.  Its  classes,  workshops,  library,  reading  room  and 
museum  are  for  this  purpose,  and  while  tuition  is  required,  yet .  it 
will  be  the  endeavor  to  make  possible  by  some  means  consistent 
with  self- helpfulness  and  self-respect  the  admission  of  every  worthy 
applicant. 

The  work  of  the  institute  is  divided  into  departments,  with  a  faculty 
organization,  and  the  best  talent  obtainable  will  be  placed  in  charge 
of  each  department. 

It  should  be  remembered  that  the  institute  has  but  just  begun  the 
work  which  it  hopes  to  accomplish.  The  comprehensive  nature  of  its 
buildings  and  appliances,  the  complimentary  notices  of  the  press,  the 
patronage  in  so  short  a  time  of  its  more  than  five  hundred  students, 
should  mislead  no  one  into  expecting  more  than  can  in  the  nature  of 
things  be  realized.  Many  departments  of  perhaps  equal  importance 
with  those  already  in  progress  have  not  been  attempted ;  some  of 
those  now  in  operation  are  by  no  means  complete.  A  beginning  has 
been  made,  and,  as  is  believed,  in  such  a  direction,  that  a  natural  and 
constant  growth  may  reasonably  be  expected. 

ART  AND  DESIGN. 

Drawing  is  fundamental ;  it  is  the  basis  of  all  the  constructive  in- 
dustries, all  pictorial  art  and  decorative  design.  It  is  the  language 
by  which  a  true  idea  of  the  form,  the  appearance,  and  the  decoration 
of  an  object  is  conveyed  from  one  person  to  another.  It  is  the  one 
universal  language,  and  its  importance  to  the  designer  and  artisan  is 
only  comparable  with  reading  and  writing.  Its  applications  are  various 
and  almost  innumerable  ;  but  the  subject,  considered  as  a  whole,  may 


INDUSTRIAL  EDUCATION  COMMISSION.  211 

be  regarded  as  embracing  three  divisions,  which  include  all  the  con- 
structive, representative,  and  decorative  arts,  namely : 

Construction. — Drawing  as  applied  in  industrial  construction  and 
the  making  of  objects. 

Representation. — Drawing  as  applied  in  representing  the  appear- 
ance of  objects  and  of  nature. 

Decoration. — Drawing  as  applied  in  ornamentation. 

The  purpose  of  this  department  is  to  give  thorough  and  systematic 
training  in  each  of  these  divisions,  which  may  be  specialized  under 
the  heads  of  free  hand,  mechanical  and  architectural  drawing,  color, 
clay -modeling,  design,  wood-carving,  etc. 

COURSES  OF  STUDY, 

Each  course  of  study  in  this  school  is  divided  into  three  grades,  ten 
acceptable  studies  or  drawings  being  required  in  each. 
Grade  A  of  the  general  course  in  free-hand  drawing  is  as  follows : 

1.  Blocking  in  from  casts,  several  drawings. 

2.  Appearance  of  cylindrical  and  rectangular  objects. 

3.  Group  of  objects. 

4.  Corner  of  a  room,  building  or  miscellaneous  groupi. 

5.  6,  7.  Studies  in  light  and  shade  from  casts  and  still  life. 

8.  Harmony  of  color. 

9.  Historic  ornament. 

10.  Principles  of  ornament  and  applied  design. 

Grade  B  includes  work  in  design,  blocking  in  and  shading  the  head 
and  figure  from  casts,  drawings  of  drapery,  and  studies  in  color  from 
still  life. 

Grade  C  will  embrace  advanced  work  from  the  antique,  painting, 
and  studies  from  life. 

Thorough  knowledge  of  free-hand  drawing  will  be  insisted  upon 
before  pupils  will  be  admitted  to  advanced  classes,  as  it  is  absolutely 
indispensable  to  good  work.  Students  will  not  be  allowed  to  omit 
any  part  of  a  course  of  study  unless  they  can  pass  satisfactory  ex- 
aminations. Upon  completing  Grade  A  of  the  general  course,  those 
showing  special  ability  in  any  direction  will  be  advised  as  to  their 
future  work. 

The  special  courses  in  desi&n,  architectural  and  mechanical  drawing 
are  graded  in  a  way  similar  to  that  of  the  general  art  course,  and 
pupils  may  enter  any  of  these  according  to  individual  ability  or  fitness. 

All  students  must  attend  lectures  on  perspective,  historic,  ornament, 
harmony  of  color,  design,  etc.,  according  to  course  of  stndy,  and  must 
take  full  notes. 

Applicants  must  give  evidence  of  a  certain  amount  of  ability  in  the 
line  of  work  they  wish  to  pursue  in  order  to  gain  admittance  to  the 
school,  and  must  pass  an  examination  upon  the  work  of  one  grade 
before  entering  another. 


212  REPORT  OF  THE 

The  free-hand,  architectural  and  mechanical  drawing  is  of  the  most 
practical  and  systematic  character,  showing  a  constant  growth  and 
development  into  the  three  fundamental  divisions  of  drawing. 

Evening  classes  have  also  been  organized  and  are  u  intended  to 
meet  the  needs  of  a  large  class  of  people,  who,  although  employed 
during  the  day,  yet  desire  to  gain  a  thorough  knowledge  of  drawing, 
realizing  that  it  lies  at  the  foundation  of  all  industrial  pursuits. 

The  rooms  are  admirably  arranged  for  evening  work,  and,  being 
lighted  by  electricity,  students  can  work  with  as  much  comfort  in  the 
evening  as  during  the  day." 

The  design  of  the  school  is  to  make  each  course  of  study  so 
thorough  that  pupils  of  aptitude  and  perseverance,  who  successfully 
complete  the  work  of  any  department,  may  possess  such  information 
in  theory  and  practice  as  may  be  made  of  practical  use.  To  this  end 
normal  classes  for  those  wishing  to  study  drawing  with  the  idea  of 
becoming  teachers,  classes  in  clay-modeling,  wood-carving,  etc.,  will 
be  organized  as  applications  are  received,  and  each  of  the  other 
courses  in  both  the  day  and  evening  classes  will  be  developed  to  the 
fullest  possible  extent. 

The  first  class  in  the  "  School  of  Art  and  Design,"  organized  in  Oc- 
tober, 1887,  numbered  twelve — in  March  "  the  whole  enrolment  for 
day  classes  was  133  and  for  evening  classes  174,  a  total  of  307. 

MANUAL  TRAINING. 

Instruction  in  the  department  of  mechanic  arts  is  designed  for  three 
distinct  classes  of  pupils :  First,  members  of  the  regular  three  years' 
course,  who,  in  connection  with  their  literary  work,  will  be  given 
courses  in  wood  and  iron  work — -joinery,  patternmaking,  wood-turn- 
ing, molding,  casting,  forging,  etc.  Second,  pupils  in  other  schools 
who  wish  to  supplement  their  studies  with  some  kind  of  manual  work. 
Third,  those  who  are  employed  during  the  day,  but  wish  to  join  even- 
ing classes  in  order  to  learn  some  mechanic  trade,  or  to  perfect  them- 
selves in  the  trade  in  which  they  are  engaged. 

Although  much  of  the  work  of  the  institute  is  designed  to  be  sup- 
plemental to  that  of  other  institutions,  yet  it  has  been  thought  wise  to 
establish  for  boys,  a  full  three  years'  course,  to  include  free-hand  and 
mechanical  drawing,  and  shop-practice,  at  the  same  time  giving  op- 
portunity for  the  studies  of  a  thorough  English  education. 

In  outline,  the  course  is  as  follows :  An  average  of  one  hour  per  day 
of  free-hand  and  mechanical  drawing,  two  hours  of  shop-practice — tool 
and  machine  work  in  wood  and  metals; — and  three  hours  daily  in  the 
class  room,  to  be  devoted  to  mathematics — algebra,  geometry  and 
trigonometry;  science — physiology, physics, chemistry, etc. ;  English — 
history,  literature,  political  science,  etc. 

Applicants  for  admission  to  this  course  are  required  to  pass  exami- 


INDUSTRIAL  EDUCATION  COMMISSION.  213 

nation  in  arithmetic  ( entire ),  geography ,  United  States  history,  gram- 
mar and  composition. 

BUILDINGS. 

The  buildings  of  this  department  cover  a  ground  space  about  250  x 
100  feet,  are  constructed  of  brick  with  blue  stone  trimmings,  and  vary 
from  one  to  four  stories  in  height.  A  bridge  from  the  third  story  con- 
nects them  with  the  second  story  of  the  main  building. 

In  the  basement  is  the  boiler  room,  containing  two  boilers  of  100 
horse  power  each,  which  furnish  steam  for  heating  the  entire  group  of 
buildings,  and  supply  power  for  the  engines,  elevators,  electric  lights,, 
fire,  pumps,  etc. 

In  the  engine  room  adjoining  is  a  Harris  Corliss  engine  of  40  horse 
power  to  operate  the  machinery  of  the  shops,  and  an  Armington  & 
Sims  engine  to  run  the  dynamo,  which  has  a  capacity  of  500  sixteen- 
candle  power  incandescent  lamps.  The  engines,  the  generation  of 
steam  and  electricity,  and  their  connections  with  the  buildings,  have 
been  so  arranged  as  to  offer  a  means  of  instruction  to  the  pupils.  The 
remainder  of  the  basement  is  used  for  storage,  etc. 

On  the  south  side  of  the  first  floor  of  these  buildings  is  the  forge 
room,  73x29  feet  and  18  feet  high,  provided  with  ventilating  sky- 
lights. The  room  is  planned  to  accommodate  thirty-six  pupils,  and 
forges,  anvils,  etc.,  are  provided  for  that  number.  A  system  of  pipes 
furnishes  blast  to  the  forges,  and  an  exhaust  fan  serves  to  carry  away 
fumes  and  smoke. 

Adjoining  this  room  on  the  north  is  the  foundry,  66  x  29  feet,  with  an 
18-foot  ceiling.  Two  large  skylights  are  built  in  the  roof,  giving  good 
light  and  abundant  ventilation.  It  will  be  furnished  with  a  cupola  of 
sufficient  size  to  supply  the  shop  with  castings. 

In  the  rear  of  the  forge,  foundry  and  engine  rooms  are  large  accom- 
modations for  lockers,  wash-rooms,  store-rooms,  etc. 

At  the  north  end  of  the  first  floor  is  a  room  92  x  37  feet  designed  for 
metal-working.  It  is  fitted  with  sufficient  bench  room  for  forty-eight 
vises,  also  a  number  of  engine  and  drilling  lathes  for  iron  work,  and  a 
complete  set  of  standard  typical  machines  is  contemplated. 

The  main  wood- working  room,  at  the  north  end  of  the  second  floor, 
is  92  x  37  feet,  and  is  furnished  with  about  150  feet  of  wall  bench,  and 
thirty-six  single  benches,  supplied  with  the  latest  and  most  improved 
tools.  It  contains  a  number  wood -turning  lathes,  a  large  pattern- 
maker's lathe,  buzz-planer,  surfacer,  etc. 

The  lumber  and  tool  rooms  are  adjacent  to  this  room. 

It  is  intended  that  the  third  floor  of  this  building  shall  be  used  for 
laboratories  and  class  rooms,  and  the  fourth  for  advanced  work  in 
metals,  engraving. 

North  of  the  mechanic  arts  building  is  a  building  designed  for  the 
department  of  building  trades.  It  is  103  x  95  feet,  and  is  built  with 
a  clear  story,  the  ceiling  being  about  thirty  feet  high. 


214  REPORT  OF  THE 

The  work  in  this  department  was  commenced  February  20,  1888, 
with  pupils  in  bricklaying,  modeling,  stone-carving  and  plumbing. 
Instruction  is  given  three  evenings  of  each  week,  from  7.30  to  9.30 
o'clock. 

METHODS. 

In  bricklaying,  pupils  are  first  taught  to  handle  the  trowel  and 
spread  mortar  properly.  They  are  then  put  to  work  upon  eight-inch 
walls  until  they  can  carry  the  corners  up  plumb,  and  lay  the  courses 
level.  Particular  care  is  taken  that  the  joints  shall  be  thoroughly 
stuck  and  pointed.  When  the  student  can  do  this  neatly  and  well  he 
is  taught  the  construction  of  arches,  etc. 

In  stone-carving,  pupils  are  drilled  upon  working  out  forms,  illus- 
trating the  different  styles  of  ornament  in  architecture.  All  are  re- 
quired to  sketch  designs  and  model  them  in  clay  before  cutting  them 
in  stone.  This  course  is  followed  in  order  to  develop  any  talent  which 
a  pupil  may  have,  and  in  order  to  produce  carvers  whose  work  shall 
be  original  and  artistic. 

In  the  plumbing  section,  benches  completely  equipped  with  tools 
have  been  provided  for  fifty-four  pupils.  The  course  of  study  includes 
the  making  of  lead  seams,  all  kinds  of  wiped  joints  and  sand  bends, 
drill  in  the  working  of  sheet  lead,  in  the  erection  of  sewer  pipes,  etc. 
Special  attention  is  given  to  the  sanitary  aspects  of  plumbing,  and 
the  course  of  instruction  will  be  such  as  to  insure  an  understanding, 
on  the  student's  part,  of  the  scientific  principles  of  drainage,  sewerage 
and  ventilation,  together  with  ability  to  make  practical  application  of 
the  same  in  the  most  thorough  manner. 

An  important  feature  of  the  institute  is  its  lecture  courses.  It  is 
intended  that  these  shall  bear  directly  upon  the  work  of  the  institute 
in  all  its  phases,  and  shall  thus  include  practical  instruction  upon 
those  matters  which  pertain  to  right  modes  of  living,  the  problems  of 
political  and  social  life,  domestic  economy,  sanitary  science,  literary 
culture,  ethics,  etc.  While  many  of  these  courses  may  be  given  as  a 
part  of  the  regular  work  of  the  institute  to  pupils  only,  yet  many 
others  will  be  so  arranged  as  to  meet  the  wants  of  those  not  otherwise 
connected  with  the  institute,  but  who  wish  the  opportunity  to  obtain 
systematic  instruction  upon  subjects  of  interest  and  importance. 

3.  Cornell  University. 

April  27,  1865,  the  Legislature  of  New  York  incorporated  the  Cor- 
nell University  in  accordance  with  the  National  Land  Grant  Act  of 
1862.  In  connection  with  the  university  the  "  Sibley  College  of  Me- 
chanical Engineering  and  the  Mechanic  Arts "  was  founded  and 
endowed  in  1870. 

This  college  is  divided  into  three  principal  departments  :     That  of 


INDUSTRIAL  EDUCATION  COMMISSION.  215 

mechanical  engineering,  including  a  laboratory  in  which  experimental 
work  and  investigations  are  conducted ;  a  department  of  mechanic 
arts,  or  shop  work ;  and  a  department  of  drawing  and  machine  de- 
sign. 

KEGULAR  COURSE. 

It  is  intended  by  the  trustees  of  the  university  to  be  made  not  only 
a  school  of  arts  and  trades,  but  a  college  of  mechanical  engineering 
also,  in  which  schools  of  the  mechanic  arts  and  of  the  various  branches 
of  mechanical  engineering  shall  be  developed,  as  rapidly  and  exten- 
sively as  the  means  placed  at  the  disposal  of  the  trustees  of  the  uni- 
versity, and  a  demand  for  advanced  and  complete  courses  of  instruc- 
tion, shall  allow. 

ADMISSION. 

Candidates  for  admission  must  be  at  least  sixteen  years  of  age,  and 
must  pass  examination  in  English  ;  geography,  political  and  physical ; 
physiology  and  hygiene ;  arithmetic,  plane  geometry,  algebra. 

In  place  of  these  examinations  certain  certificates  or  diplomas  are 
received,  as  follows : 

1.  Certificates  issued  by  the  Superintendent  of  Public  Instruction  of 
the  State  of  New  York,  and  diplomas  issued  by  those  academies  and 
high  schools  of  the  State  of  New  York  whose  requirements  for  gradu- 
ation have  been  approved  by  the  faculty,  and  whose  course  of  study 
requires  physiology  and  plane  geometry,  are  accepted  in  place  of  the 
examinations  in  all  the  subjects  named  above  except  algebra. 

2.  Diplomas  issued  by  the  regents  to  graduates  from  the  high  schools 
and  academies  of  the  State  of  New  York,  and  diplomas  issued  by  the 
State  normal  schools  of  the  State  of  New  York,  are  accepted  in  place 
of  the  examinations  in  all  the  subjects  named  above. 

The  fee  for  tuition  is  $25  a  term. 

Students  taking  work  in  Sibley  College  courses  are  charged  $5  per 
term  for  materials  and  extra  expenses. 

L  DEPARTMENT  OF  MECHANICAL  ENGINEERING. 

The  department  of  mechanical  engineering  is  divided  into  two  prin- 
cipal sections :  That  of  theoretical  engineering  and  that  of  experi- 
mental engineering,  or  the  mechanical  laboratory. 

(1)  Section  of  Theoretical  Engineering. — The  lecture-room  course 
of  instruction  consists  of  the  study,  by  text-book  and  lecture,  of  the 
materials  used  in  mechanical  engineering ;  the  valuable  qualities  of 
these  materials  being  exhibited  in  the  mechanical  laboratory  by  the 
use  of  the  various  kinds  or  testing  machines,  as  well  as  by  examina- 
tion of  specimens  of  all  the  most  familiar  grades,  of  which  samples  are 
seen  in  the  cases  of  the  museums  and  lecture  rooms.  The  theory  of 
strength  of  materials  is  here  applied,  and  the  effects  of  modifying  con- 
ditions— such  as  variation  of  temperature,  frequency  and  period  of 


KEPORT  OF  THE 

strain,  method  of  application  of  stress — are  illustrated.  This  course  of 
study  is  folio  wed,  or  accompanied,  by  instruction  in  the  science  of  pure 
mechanism  or  kinematics,  which  traces  motions  of  connected  parts, 
without  reference  to  the  causes  of  such  motion,  or  to  the  work  done,  or 
the  energy  transmitted.  This  study  is  conducted  largely  in  the  draw- 
ing rooms,  where  the  successive  positions  of  moving  parts  can  be  laid 
down  on  paper.  It  is  illustrated,  in  some  directions,  by  the  set  of 
kinematic  models  known  as  the  Reuleaux  models,  a  complete  collec- 
tion of  which  is  found  in  the  museums  of  Sibley  College. 

The  study  of  machine  design  succeeds  that  of  pure  mechanism,  just 
described.  This  study  also  is  largely  conducted  in  the  drawingrooms, 
and  is  directed  by  an  instructor  familiar,  practically  as  well  as  theoreti- 
cally, with  the  designing  and  proportioning  of  machinery. 

The  closing  work  of  the  course  consists  of  the  study,  by  text-book 
and  lecture,  of  the  theory  of  the  steam  engine  and  other  motors.  The 
last  term  of  the  regular  four-year  course  is  devoted  largely  to  the  prepa- 
ration of  a  graduating  thesis,  in  which  the  student  is  expected  to  exhibit 
something  of  the  working  power  and  the  knowledge  gained  during  his 
course.  A  graduating  piece  is  demanded,  also,  of  each  student,  both 
in  the  drawingroom  and  the  workshop,  which  shall  show  proficiency 
in  those  departments. 

(2)  Section  of  Experimental  Engineering,  or  Mechanical  Labora- 
tory Instruction. — The  work  in  this  department  will  be  conducted  by 
an  instructor  familiar  with  its  apparatus  and  with  the  best  methods  of 
work,  and  who  will  plan  a  systematic  course  of  instruction  intended  to 
give  the  student  not  only  skill  in  the  use  of  apparatus  of  exact  meas- 
urement, but  to  teach  him  also  the  best  methods  of  research,  and  to 
give  him  a  good  idea  of  the  most  effective  methods  of  planning  and  of 
prosecuting  investigations,  with  a  view  to  securing  fruitfulness  of  result 
with  minimum  expenditure  of  time  and  money. 

II.  DEPARTMENT  OF  MECHANIC  ARTS,  OR  SHOPWORK. 

The  aim  of  the  instruction  in  this,  the  department  of  practical  me- 
chanics and  machine  construction,  is  to  make  the  student,  as  far  as 
time  will  permit,  acquainted  with  the  most  approved  methods  of  con- 
struction of  machinery. 

(1)  Section  of  Woodworking  and  Patternmaking . — This  course 
begins  with  a  series  of  exercises  in  woodwork,  each  of  which  is  in- 
tended to  give  the  student  familiarity  with  a  certain  application  of  a 
certain  tool ;  and  the  course  of  exercises,  as  a  whole,  is  expected  to 
enable  the  industrious,  conscientious,  and  painstaking  student  easily 
and  exactly  to  perform  any  ordinary  operation  familiar  to  the  car- 
penter, the  joiner,  and  the  patternmaker.  Time  permitting,  these 
prescribed  exercises  are  followed  by  practice  in  making  members  of 
structures,  joints,  small  complete  structures,  patterns,  their  core 


INDUSTRIAL  EDUCATION  COMMISSION.  217 

boxes,  and  other  constructions  in  wood.     Particular  attention  is  paid 
to  the  details  of  patternmaking. 

(2)  Section  of  Forging \  Molding,  and  Foundry  work. — These  courses 
are  expected  not  only  to  give  the  student  a  knowledge  of  the  methods 
of  the  blacksmith  and  the  molder,  but  to  teach  him  also  how  to  use 
the  tools  and  to  give  him  that  manual  skill  in  the  handling  of  tools 
which  will  permit  him  to  enter  the  machine  shop,  and  there  quickly 
to  acquire  familiarity  and  skill  in  the  manipulation  of  the  metals,  and 
in  the  management  of  both  hand  and  machine  tools,  as  used  in  the 
working  of  such  metals. 

(3)  Section  of  Iron  working. — The  instruction  in  the  machine  shop, 
as  in  the  foundry  and  the  forge,  is  intended  to  be  carried  on  in  sub- 
stantially the  same  manner  as  in  the  woodworking  course,  beginning 
by  a  series  of  graded  exercises,  which  give  the  student  familiarity 
with  the  tools  of  the  craft  and  with  the  operations  for  the  perform- 
ance of  which  they  are  particularly  designed,  and  concluding  by 
practice  in  the  construction  of  parts  of  machinery,  and,  time  permit- 
ting, in  the  building  of  complete  machines  which  may  have  a  market 
value. 

III.   DEPARTMENT  OF  INDUSTRIAL  DRAWING  AND  ART. 

(1)  Section  of  Free-hand  Drawing  and  Art. — Instruction  in  this 
department  begins  with  free-hand  drawing,  which  is  taught  by  means 
of  lectures  and  general  exercises  from  the  blackboard  from  flat  copies 
and  from  models.    The  work  embraces  a  thorough  training  of  the 
hand  and  eye  in  outline  drawing,  elementary  perspective,  model  and 
object  drawing,  drawing  from  casts,  and  sketching  from  nature. 

The  course  in  free-hand  drawing  is  followed  by  instruction  in  indus- 
trial art,  in  designating  for  textiles  and  ceramics,  in  modeling,  and  in 
other  advanced  studies  introductory  to  the  study  of  fine  art. 

(2)  Section  of  Mechanical  Drawing. — The  course  of  instruction  in 
mechanical   drawing    is    progressive,  trom    machine-sketching    and 
geometrical  drawing  to  designing  of  machinery  and  making  complete 
working  drawings. 

The  course  begins  with  free-hand  drawing,  as  above,  and  in  the  lat- 
ter part  of  this  work  considerable  time  is  expected  to  be  given  to  the 
sketching  of  parts  of  machines  and  of  trains  of  mechanism,  and  later 
of  working  machines.  The  use  of  drawing  instruments  is  next  taught, 
and  after  the  student  has  acquired  some  knowledge  of  descriptive  ge- 
ometry and  the  allied  branches,  the  methods  of  work  in  the  drawing 
rooms  of  workshops  and  manufacturing  establishments  are  learned. 
Line  drawing,  tracing  and  blue  printing,  the  conventional  colors,  ge- 
ometrical constructions,  projections,  and  other  important  details  of  the 
draughtman's  work  are  practiced  until  the  student  has  acquired  pro- 
ficiency. 

The  advanced  instruction  given  the  upper  classes  includes  the  trac- 


218  REPORT  OF  THE 

ing  of  curves  and  cams,  the  study  of  kinematics  on  the  drawing  boards, 
tracing  the  motions  of  detail  mechanism  and  the  kinematic  relations 
of  connected  parts.  This  part  of  the  work  is  accompanied  by  lecture 
room  instruction  and  the  study  of  the  text-book,  the  instructors  in  the 
drawing  rooms  being  assisted  by  the  lecture  room  instructor,  who  is  a 
specialist  in  this  branch.  The  concluding  part  of  the  course  embraces 
a  similar  method  of  teaching  machine  design,  the  lecture  room  and 
drawing  room  work  being  correlated  in  the  same  manner  as  in  kine- 
matics or  mechanism.  The  course  concludes,  when  time  allows,  by 
the  designing  of  complete  machines,  as  of  the  steam  engine  or  other 
motor,  or  of  some  important  special  type  of  machine. 

Industrial  Art. — A  four  years'  course  of  instruction  in  industrial 
art  is  arranged  for  students  having  a  talent  for  such  work,  and  desir- 
ing to  devote  their  whole  time  to  this  subject.  No  degree  is  conferred, 
but  a  certificate  of  proficiency  may  be  given  at  the  end  of  the  course. 

The  mechanical  engineering  course,  in  detail,  is  as  follows  (the 
figures  after  subjects  indicate  the  number  of  hours  per  week) : 

Freshman   Year. 

Fall  Term.  French  or  German,  5;  algebra,  5;  rhetoric,  2;  free-hand  drawing,  3; 
shop-work,  2  ;  drill,  2. 

Winter  Term.  French  or  German,  5 ;  trigonometry,  5 ;  rhetoric,  2 ;  free-hand  draw- 
ing and  machine  sketching,  3  ;  shop-work,  2. 

Spring  Tarm.  French  or  German,  5;  theory  of  equations,  2;  protective  geometry 
and  conic  sections,  3 ;  instrumental  drawing,  3 ;  rhetoric,  2 ;  drill,  2 ; 
shop-work,  2  ;  drill,  2. 

i 
/Sophomore   Year. 

Fall  Term.  Analytical  geometry,  5 :  descriptive  geometry,  3 ;  experimental  me- 
chanics and  heat,  3 ;  chemistry,  lectures,  4  ;  shop-work,  3 ;  drill,  2. 

Winter  Term.  Differential  calculus,  5 ;  electricity  and  magnetism,  3 ;  chemistry, 
lectures,  4  ;  descriptive  geometry,  3  ;  shop-work,  3. 

Spring  Term.  Integral  calculus,  5 ;  acoustics  and  optics,  3 ;  descriptive  geometry, 
3  ;  chemistry,  laboratory,  4 ;  shop- work,  3  ;  drill,  2. 

Junior   Year. 

Fall  Term.  Mechanics  of  engineering,  5 ;  kinematics,  5  ;  designing  and  drawing, 
2 ;  physical  laboratory,  2 ;  chemistry,  laboratory,  4 ;  shop-work,  2. 

Winter  Term.  Mechanics  of  engineering,  5  ;  materials  of  engineering  and  mechan- 
ical laboratory  work,  6 ;  physical  laboratory,  2 ;  designing  and 
drawing,  2  ;  shop-work.  3. 

Spring  Term.  Mechanics  of  engineering,  5 ;  physical  laboratory,  2 ;  mechanical 
laboratory,  2 ;  designing  and  drawing,  2 ;  machine  design,  2 ;  shop- 
work,  3. 

Senior   Year. 

Fall  Term.  Steam  engine  and  other  motors,  5 ;  physical  laboratory,  2 ;  mechan- 
ical laboratory,  2;  designing  and  drawing,  3;  machine  design,  3; 
shop- work,  3. 


INDUSTRIAL  EDUCATION  COMMISSION.  219 

Winter  Term.  Steam  engine  and  motors,  5 ;  physical  laboratory,  2  ;  mechanical 
laboratory,  2 ;  machine  design,  3  ;  designing  and  drawing,  3  ;  shop- 
work,  3  ;  military  science,  2. 

Spring  Term.  Thesis,  designing  and  drawing,  mechanical  laboratory  investiga- 
tions, shop-work  (time  divided  optionally,  but  subject  to  approval 
of  the  head  of  the  department*),  12  ;  elective,  3  to  6. 

Senior  Year. 

fall  Term.  Physics,  lectures  and  laboratory  work  (testing  of  instruments  and 
determination  of  constants),  6;  steam  engine  and  other  motors,  5; 
mechanical  laboratory,  2 ;  designing  and  drawing,  3  ;  machine  de- 
sign, 3. 

Winter  Term.  Physics,  lectures  and  laboratory  work  (dynamo  machines  and  elec- 
tric motors,  tests  of  efficiency),  6  ;  steam  engines  and  motors,  5  ; 
mechanical  laboratory,  2 ;  designing  and  drawing,  3 ;  military 
science,  2. 

Spring  Term.  Physics,  lectures  and  laboratory  work,  photometry,  efficiency  tests 
of  electric  lamps,  tests  of  telegraphic  instruments,  lines  and  cables, 
5  ;  thesis  (laboratory  work,  reading,  etc,  in  connection  with  prepa- 
ration of  thesis),  12. 

COURSE  IN  INDUSTRIAL  ART. 
Freshman  Year. 

Fall  Term.  French  or  German,  5 ;  algebra,  5 ;  rhetoric,  2 ;  outline  drawing,  3  ; 
drill,  2. 

Winter  Term.  French  or  German,  5 ;  trigonometry,  5  ;  rhetoric,  2  ;  outline  and  or- 
namental drawing,  3. 

Spring  Term.  Drawing,  from  casts  and  figures,  3  ;  analytical  geometry,  5;  instru- 
mental drawing,  4 ;  botany,  3  ;  theory  of  color,  1 ;  drill,  2. 

Sophomore   Year. 

Fall  Term.  Calculus,  5 ;  descriptive  geometry,  3 ;  chemistry,  3 ;  experimental 
mechanics  and  heat,  3 ;  composition,  1 ;  studies  in  anatomy,  1 ; 
drill,  2. 

Winter  Term.  Cast  and  figure  drawing,  4 ;  electricity  and  magnetism,  3  ;  chem- 
istry, 3  ;  elementary  coloring,  1 ;  principles  of  design,  3  ;  descrip- 
tive geometry,  3. 

Spring  Term.  Plant  forms,  2  ;  coloring,  3  ;  modeling  and  potter's  wheel,  3  ;  acous- 
tics and  optics,  3  ;  free-hand  drawing,  3  ;  descriptive  geometry,  3 ; 
drill,  2. 

Junior   Year. 

Fall  Term.  ./Esthetics,  2 ;  drawing,  4  ;  molding  and  modeling,  4 ;  geology,  3  j 
physiology,  3  ;  coloring  and  designing,  1. 

Winter  Term.  History  of  fine  arts,  1 ;  coloring,  4;  phychology,  3  ;  descriptive  as- 
tronomy, 3  ;  drawing  from  casts,  4. 

*This  term  is  devoted  largely  to  the  preparation  of  a  thesis  which  must  be  ap- 
proved by  the  director  and  by  the  committee  on  thesis.  If  not  otherwise  arranged- 
the  student  will  take  shopwork,  laboratory  work,  and  drawing,  3  each. 

The  freshman,  sophomore,  and  junior  years  are  identical  with  the  course  in  me- 
chanical engineering  ;  in  the  senior  year,  laboratory  work  is  increased,  the  time  be- 
ing taken  from  that  devoted  to  shop-work. 


220  REPORT  OP  THE 

Spring  Term.  Wood-working,  2;  photography,  2  ;  history  of  art,  2  ;  building  ma- 
terials and  construction,  3  ;  logic,  3  ;  drawing  from  nature,  decora- 
tion and  coloring,  4. 

Senior   Year. 

Fall  Term.     Stereotomy,   3;    English  literature,   3;    history  of  industrial  arts,  2; 
modeling  in  clay,  2  ;  wood-carving,  2  ;  designing  in  color,  3. 

Winter  Term.     History  of  art,  3  ;  coloring  from  nature,  2  ;  etching,  3  ;  designing,  5 ; 
military  science,  2. 

Spring  Term.     Designing  in  form  and  color,  4 ;    working  stone,  2  ;    painting  from 
nature,  3 ;  graduating  work  and  thesis. 

EQUIPMENT. 

The  mechanical  laboratory,  which  is  the  department  of  demonstration  and  exper- 
imental research  of  Sibley  College,  and  in  which  not  only  instruction  but  investiga- 
tion is  conducted,  is  located  in  the  annex  of  Sibley  College,  in  several  rooms  of  good 
height,  well  lighted  on  all  sides,  and  carefully  fitted  up  for  the  purpose  for  which 
they  are  designed.  It  occupies  the  whole  lower  floor,  a  space  of  one  hundred  and  fifty 
feet  long,  by  forty  feet  wide.  It  is  supplied  with  the  apparatus  of  experimental 
work  in  the  determination  of  the  power  and  efficiency  of  the  several  motors,  in- 
cluding steam  engines,  and  the  turbine  driving  the  machinery  of  the  establish- 
ment ;  with  boiler-testing  plant  and  instruments  ;  and  with  a  number  of  machines 
for  testing  lubricants  and  the  strength  of  metals.  Among' these  is  the  "  autographic 
testing  machine,"  which  produces  an  autographic  record  of  the  results  of  the  test  of 
any  metal  which  may  be  placed  within  its  jaws,  securing  exact  measures  of  the 
strength,  the  ductility,  the  elasticity,  the  resilience  or  shock-resisting  power,  the 
elastic  limit,  etc.,  of  the  material.  Several  steam  engines  and  boilers,  air  and  gas 
engines,  several  kinds  of  dynamometers,  lubricant-testing  machines,  standard 
pressure-gauges,  and  other  apparatus  and  instruments  of  precision  employed  by  the 
engineer  in  such  researches  as  he  is  called  upon,  in  the  course  of  his  professional 
work,  to  make,  are  all  collected  here. 

The  museums  and  collections  of  this  college  are  of  exceptional  ex- 
tent, value,  and  interest. 

The  two  principal  rooms  on  the  first  floor  of  the  main  building  are  devoted  to  the 
purposes  of  a  museum  of  illustrative  apparatus,  machinery,  products  of  the  maiiu. 
facturing  industries,  and  collections  exhibiting  processes  and  methods  of  manufac- 
ture, new  inventions,  the  growth  of  standard  forms  of  motors,  and  other  collec- 
tions of  value  in  the  courses  of  technical  instruction  given  in  the  college.  In  the 
west  museum  are  placed  the  Reuleaux  collection  of  models  of  kinematic  devices  and 
movements,  which  is,  so  far  as  known,  the  only  complete  collection  on  this  conti- 
nent, and  is  one  of  the  very  few  in  the  world.  Besides  these  are  the  Schroeder  and 
other  models,  exhibiting  the  forms  and  proportions  ot  parts  of  machinery,  the  con- 
struction of  steam  engines  and  other  machines,  and  methods  of  making  connections. 
In  the  east  museum  are  placed  a  large  number  of  samples  of  machines  constructed 
by  the  best  makers,  to  illustrate  their  special  forms  and  methods  of  manufacture. 
Among  these  are  several  beautifully-finished  samples  of  steam  pumps,  "sectioned  " 
to  exhibit  their  internal  construction  and  arrangement,  steam-boiler  injectors  simi- 
larly divided,  governors  for  steam  engines,  water-wheels,  and  other  motors,  devices 
for  lubrication,  shafting  and  pulleys,  couplings,  and  other  apparatus  for  the  transmis- 
sion of  power,  both  by  shafting  and  by  wire-rope  transmission.  The  lecture-rooms 
of  the  Sibley  College,  each  being  devoted  to  a  specified  line  of  instruction  and  list  of 
subjects,  are  each  supplied  with  a  collection  of  materials,  of  drawings,  and  of  models 
and  machines,  especially  adapted  to  the  wants  of  the  lecturer  in  each  subject.  Thus, 
the  lecture-room  of  the  instructor  in  "  Materials  of  Engineering  "  contains  a  fine  col- 
lection of  samples  of  all  the  metals  in  common  use  in  the  arts,  with  samples  of  ores 
and  of  special  intermediate  products,  exhibiting  the  processes  of  reduction  and 


INDUSTRIAL  EDUCATION  COMMISSION.  221 

manufacture.  Among  these  are  specimens  of  the  whole  range  of  copper-tin  and 
copper-zinc  alloys,  and  of  the  "kalchoids"  produced  by  their  mixture,  such  as  were 
the  subjects  of  investigations  made  by  the  Committee  on  Alloys  of  the  United  States 
Board  appointed  by  President  Grant  by  authority  of  Congress,  in  the  year  1875.  The 
collection  is  supplemented  by  other  alloys  produced  later  by  the  director,  and  is  one 
which  has  no  known  superior,  and  is  perhaps  unequaled.  The  course  in  machine 
design  is  illustrated  by  the  standard  forms  of  parts  of  machinery.  The  course  of 
instruction  in  mechanical  engineering  is  illustrated  by  a  fine  collection  of  steam  en- 
gines of  various  well-known  types,  gas  and  vapor  engines,  water-wheels,  and  other 
motors,  models  and  drawings  of  every  standard  or  historical  form  of  prime  mover, 
of  parts  of  machines,  and  of  completed  machinery. 

The  collections  of  the  department  of  drawing  include  a  large  variety  of  studies  of 
natural  and  conventional  forms,  shaded  and  in  outline,  geometrical  models,  casts 
and  illustrations  of  historical  ornament. 

The  workshops  are  supplied  with  every  needed  kind  of  machine  or  tool,  includ- 
ing lathes,  of  our  own  and  other  makes,  and  hand  and  bench  tools  sufficient  to  meet 
the  wants  of  over  one  hundred  students  of  the  first  year,  in  woodworking ;  in  the 
foundry  and  forge  all  needed  tools  for  a  class  of  eighty  in  the  second  year  ;  in  the 
machine  shop,  lathes  from  the  best  builders,  and  others  made  in  the  University 
shops,  planes,  drills,  milling  machines,  and  a  great  variety  of  special  and  hand-tools, 
which  are  sufficient  to  work  a  class  of  sixty  or  seventy  of  the  third  year,  and  fifty 
or  sixty  seniors. 

The  department  of  experimental  engineering  possesses  experimental  engines  and 
boilers,  and  other  motors,  such  as  air  and  gas  engines,  and  is  well  supplied  with 
testing  machines  in  considerable  variety,  as  well  as  all  the  apparatus  required,  as 
indicators,  dynamometers,  etc.,  for  determining  the  efficiency  of  engines.  Each  of 
the  several  rooms  on  the  first  floor  of  the  Sibley  College  annex  is  a  museum  of  ap- 
paratus. 


4.     Jamestown  Public  Schools. 

The  following  account  is  taken  from  Superintendent  Love's  work, 
entitled  "  Industrial  Education/' 

"  After  several  years  of  consideration  as  to  adopting  manual  training 
in  the  schools,  in  the  fall  of  '74  it  was  determined  to  make  a  beginning 
by  opening  a  printing  office.  A  press,  type  and  fixtures,  costing  $125, 
were  purchased — money  from  the  l  fund  ' — and  set  up  in  an  unoccu- 
pied room  on  the  fourth  floor  It  was  placed  in  charge  of  the  com- 
mercial teacher,  who,  when  a  boy,  had  worked  in  a  printing  office. 
Two  classes  of  boys  and  girls  of  four  each  were  selected  from  the 
grammar  and  high  schools  to  learn  to  set  type.  They  were  given  two 
hours  or  more  each  week,  during  the  school  year. 

"  For  two  or  three  years  it  seemed  impossible  to  add  anything  more. 
Accident,  however,  opened  the  closed  door.  One  day,  a  boy  was  sent 
to  my  office  as  incorrigible.  When  he  came  in  with  the  note  from 
his  teacher,  seeing  that  he  was  very  angry,  I  sent  him  on  an  errand. 
On  his  return  I  told  him  I  wanted  a  certain  article  made ;  showed  him 
the  drawing  I  had  made  of  it.  He  seemed  greatly  pleased ;  so  I  told 
him  to  make  a  good  copy  of  the  drawing,  making  each  line  twice  as 
long.  When  finished  I  said  : 

" c  Can  you  do  this  work  if  I  give  you  one  hour  each  day  from 
school  ?' 


222  REPORT  OP  THE 

'  "  '  I  am  not  a  member  of  the  school  any  more,'  he  replied  with  tremb- 
ling lips. 

"  '  That  is  bad,  but  I  think  you  can  return  if  you  desire.' 

"  *  I  would  like  to  return.' 

"  '  Then  go  down  and  handsomely  apologize  for  your  past  misconduct ; 
make  good  promises  for  the  future,  and  you  will  get  your  seat  again, 
I  have  no  doubt.  Please  ask  your  teacher  to  come  to  the  office  a 
moment.'  Arrangements  were  soon  made  and  the  work  done,  on  the 
second  trial,  quite  satisfactorily.  Several  other  cases  of  disobedience, 
etc.,  were  referred  to  me  and  similar  employment  was  given.  Some 
of  them  did  their  work  at  home  and  some  at  the  janitor's  bench,  in 
his  workroom  in  the  basement. 

u  In  this  unlocked  for  way,  a  little  furore  was  created  among  the 
teachers  to  have  some  boys  set  to  work,  good  boys  as  well  as  bad,  and 
the  girls,  too. 

"  Some  were  set  collecting  specimens  of  the  different  kinds  of  domes- 
tic woods  and  taught  how  to  prepare  them ;  others  collected  land  and 
water  snails.  In  the  primary  schools,  little  things  were  conjured  up 
for  the  pupils  to  do.  In  one  they  were  engaged  in  cutting  and  mak- 
ing pen-wipers  of  various  patterns  and  with  suitable  ornamentations  ; 
in  another,  cutting  and  making  picture  scrap-books. 

u  All  these  these  things  made  it  more  evident  that  something  must  be 
done  towards  making  a  permanent  establishment  of  some  of  the  in- 
dustries in  the  schools.  Gradually  sewing  was  provided  for  the  girls, 
and  a  work- bench  for  the  boys.  Pupils  were  selected  because  they 
were  good  scholars,  or  good  for  nothing,  or  any  other  good  reason  pre- 
sented by  the  class  teacher. 

*'  For  a  year  or  more  this  bench  has  occupied  the  greater  part  of  the 
day,  each  boy  enjoying  the  privilege  twice  a  week  for  about  one-half 
the  year.  They  thus  learned  the  use  of  most  of  the  carpenter's  tools, 
beginning  with  the  hammer. 

"  The  board  of  education  in  the  spring  of  '82  subscribed  liberally, 
and  assisted  greatly  in  other  ways  to  raise  a  fund  with  which  a  shop 
was  built,  large  enough  to  accommodate  four  benches  and  three  lathes, 
with  a  loft  for  storing  away  lumber,  also  to  supply  all  the  tools  and 
fixtures  to  put, in  complete  running  order.  This  don^.  the  shop  was 
placed  in  charge  of  two  young  men,  and  under  the  general  direction 
of  the  janitor  (a  good  mechanic),  one  of  them  gave  instruction  to 
classes  every  school  hour  of  the  day. 

"  Since  that  time  changes  have  been  steadily  made  in  every  branch 
of  the  department,  all  tending  to  improve  and  enlarge  the  methods, 
increase  the  force  of  instructors,  and  add  to  the  number  of  those  re- 
ceiving instruction.  Three  years  ago.  two  wings  were  added  to  the 
high  school  building,  and  in  the  basement  are  two  rooms,  one  of  which 
is  used  for  a  sewing  room  and  printing  office,  and  the  other  for  the  shop- 
Those  rooms  are  about  28  feet  by  37  feet,  are  well  lighted  and  pleas- 


INDUSTRIAL  EDUCATION  COMMISSION.  223 

ant,  and  are  supplied  with  all  needed  tools,  material  and  instructors, 
and  are  kept  open  during  all  the  school  hours  of  the  day,  four  days  of 
the  week." 

"  To-day,  January  19, 1887,  this  much  can  be  said  of  the  department 
of  manual  training  in  Jamestown  public  schools.  All  the  pupils  in 
the  first  six  grades,  about  1,400  in  number,  are  given  lessons  daily,  or 
at  least  three  or  four  times  a  week,  in  some  kind  of  manual  training. 
One  hundred  and  twenty-five  of  the  girls  and  sixty-five  of  the  boys 
receive  lessons  in  the  sewing-room  or  shop  at  least  twice  or  three 
times  each  week,  and  twenty  boys  and  girls  set  type  in  the  printing 
office  one  hour  four  days  of  the  week." 

The  course  of  instruction  in  manual  training  in  the  different  grades 
is  as  follows : 

PRIMARY    DEPARTMENT. 

First   Year — First  Grade. 

Writing,  on  the  slate  and  blackboards ;  drawing,  lines  and  angles  on  the  slate ; 
gymnastics,  free  and  marching ;  industrial,  block  building,  stringing  straws, 
stringing  beads  and*learning  colors,  tablet  laying,  paper  folding. 

Second  Year — Second  Grade. 

Writing  ;  drawing,  lines  and  angles,  and  subjects  on  slate  ;  gymnastics,  free,  musi- 
cal and  marching ;  industrial,  stick  laying,  picture  cutting,  making  scrap  books, 
spool  work,  paper  embroidery  and  braiding. 

Third   Year— Third  Grade. 

Writing,  shorter  course,  No.  2  ;  drawing,  review  work  and  inventive  ;  gymnastics, 
free,  musical  and  marching ;  industrial,  perforated  cardboard  embroidery,  review 
work,  slat  plaiting,  mat  weaving. 

SECOND   PRKVIARY    DEPARTMENT. 

First   Year — Fourth  Grade. 

Penmanship,  tracing  book,  No.  3  ;  drawing,  free-hand,  on  slate  and  black-board  ; 
gymnastics,  free  exercise  and  marching  ;  industrial,  slat  plaiting,  advanced  crochet- 
ing, chain  stitch,  paper  folding  advanced,  perforated  card-board  embroidery  ad- 
vanced. 

Second   Year— Fifth  Grade. 

Penmanship,  tracing  book,  No.  4 ;  drawing,  free-hand  and  inventive,  on  slate  and 
black-board  ;  gymnastics,  free  exercises  and  marching  ;  industrial,  sewing  over  and 
over,  review  work,  crocheting,  paper  folding  and  mounting. 

Third  Year— Sixth  Grade. 

Penmanship,  shorter  course  No.  5 ;  drawing,  primary  drawing  book  No.  1 ;  gym- 
nastics, the  same  as  the  second  year  ;  industrial,  hemming,  review  work,  pease  work, 
knitting,  paper-flower  making. 

GRAMMAR  DEPARTMENT. 
Junior  Grammar  Class— Seventh  Grade. 

Penmanship  ;  drawing,  free-hand  and  industrial ;  physical  culture,  exercises  in 
gymnasium  ;  manual  training  for  boys  ;  to  draw  lines  and  lay  off  distances,  use  of  the 
hammer,  the  saw,  the  plane  ;  manual  training  for  girls  :  plain  sewing,  running,  gath- 
ering, stitching,  overcasting,  over  and  over  sewing  and  hemming  ;  printing,  boys 
and  girls,  1,  learn  the  letters  in  the  lower  case ;  2,  also  in  the  upper  case ;  3,  to 
hold  and  handle  the  stick  ;  4,  to  set  up  and  distribute  words  ;  5,  also  sentences;  6,  to 
set  up  and  distribute  copy. 


22-4  REPORT  OF  THE 

Middle  Grammar  Class — Eighth  Grade. 

Penmanship  ;  drawing,  free-hand  and  industrial ;  physical  culture,  exercises  in  the 
gymnasium  ;  manual  training  for  boys,  review  the  work  of  the  last  year  ;  lessons  in 
construction,  boring,  chiseling ;  manual  training  for  girls,  crocheting,  knitting 
begun  ;  printing  for  boys  and  girls,  7,  to  learn  to  correct  proof;  8,  to  set  up  copy  and 
distribute  it  on  time  ;  9,  to  make  up  and  lock  forms. 

Senior  Grammar  Glass — Ninth  Grade. 

Penmanship ;  drawing ;  physical  culture,  exercises  in  the  gymnasium ;  manual 
training  for  boys,  review  lessons  of  the  last  year,  lessons  in  mitering,  dovetailing, 
doweling ;  begin  drawing  and  construction  ;  manual  training  for  girls,  knitting 
advanced,  mending,  patching,  darning,  making  button  holes ;  printing,  boys  and 
girls,  10,  run  the  press ;  11,  wash  type  and  distribute  form ;  12,  do  job  work  given 
out. 

ACADEMIC  DEPARTMENT. 

Tenth,  Eleventh,  Twelfth  and  Thirteenth  Grades. 
This  work  in  manual  training  may  be  adapted  to  all  high  schools. 


For   Young  Men. 

1.  Drawing  and  construction. 

2.  The  lathe. 

3.  Finishing. 

4.  Printing. 


For   Young  Women. 

1.  Cutting. 

2.  The  use  of  the  sewing  machine. 

3.  Embroidery. 

4.  Cooking. 


5.  Printing. 

"  It  has  cost  much  thought  and  experiment  to  determine  what  man- 
ual training  is  deemed  appropriate  for  each  grade.  *  *  *  The 
arrangement  here  given  is  imperfect  in  some  of  its  features,  and 
is  not  satisfactory  in  all  respects  ;  but  still  it  is  the  best  that  could  be 
made  in  view  of  the  attitude  of  the  public,  and  the  means  at  hand  to 
give  manual  training." 

The  following  extracts  from  the  annual  report  of  the  board  of  educa- 
tion for  1888  indicates  the  attitude  of  the  public : 

"  The  members  of  the  board  are  fully  convinced  of  the  many  bene- 
fits to  be  derived  from  manual  training.  They  have  aided  the  efforts 
of  Superintendent  Love  in  introducing  the  system  into  our  schools 
and  are  in  full  sympathy  with  his  plans.  They  have  done  all  that 
they  could  do  without  overstepping  the  bounds  of  their  authority. 
All  is  being  done  that  can  be  done,  until  further  power  is  conferred 
upon  the  board,  either  by  State  law  or  by  local  enactments. 

"  In  view  of  the  fact  that  hand  training  may  be  profitably  entered 
upon  early  in  the  school  life  of  the  child,  we  have  adopted  a  plan  of 
giving  the  pupils  in  the  district  schools,  comprising  the  first  six  grades, 
short  daily  or  tri-weekly  lessons  in  manual  training,  adapted  in  part 
from  the  kindergarten  methods.  It  is  inexpensive,  works  well  and 
is  considered  by  the  teachers  a  valuable  aid  in  promoting  the  intel- 
lectual development  of  their  pupils." 

Superintendent  Love  writes,  September  28,  1888  : 

u  There  has  never  been  any  legislation  in  this  city,  on  the  subject 
of  industrial  education.  I  have  always  worked  with  the  consent  of 
the  board,  however.  Public  sentiment  has  always  been  favorable  to 


INDUSTRIAL  EDUCATION  COMMISSION.  225 

our  plans  in  regard  to  it,  and  I  think  the  patrons  would  be  very  un- 
willing to  have  it  given  up  or  crippled  in  any  way. 

"My  teachers  would,  every  one  of  the  sixty-five,  tell  you  that  the 
results  were  entirely  satisfactory,  very  beneficial,  and  that  they  would 
not  like  to  teach  without  manual  training." 

5   The  College  of  the  City  of  New  York. 

The  College  of  the  City  of  New  York,  established  in  1848,  embraces 
four  courses  of  study;  a  classical  course  and  a  scientific  course,  each 
extending  over  a  period  of  five  years ;  a  mechanical  course  extending 
over  a  period  of  three  years;  and  a  post-graduate  course  of  civil 
engineering  extending  through  two  years. 

No  applicant  is  admitted  to  the  sub-freshman  class  unless  he  be 
fourteen  years  of  age,  a  resident  of  the  city  of  New  York,  and  pass  a 
satisfactory  examination  in  writing,  spelling,  the  English  language, 
arithmetic,  some  elementary  propositions  in  geometry,  geography,  the 
history  of  the  United  States  and  the  elements  of  industrial  drawing. 

Any  young  man,  a  resident  of  the  city,  is  received  into  any  of  the 
higher  classes,  provided  he  satisfactorily  passes  examination  in  the 
subjects  already  completed  by  the  class  to  which  he  seeks  admission. 

Instruction  is  free;  so  is  the  use  of  text-books  and  apparatus;  and 
there  is  no  expense  whatever  to  be  borne  by  the  students. 

The  mechanical  course,  in  detail,  is  as  follows : 

FIRST  YEAR. 

Lessons 
a  week. 

French,  German  or  Spanish, 5 

English  language, 3 

Mathematics, .       8 

Physics, 2 

Drawing — free-hand  and  mechanical, 3 

Workshop,  instruction  and  practice,  or  commercial  products, 4 

~20 

SECOND  YEAR. 

The  same  modern  language  as  oefore,      5 

English, 3 

Mathmetics, 3 

Chemistry, 2 

Drawing, 3 

Workshop  or  commercial  products, 4 

20 

THIRD  YEAR. 

A  second  modern  language, 5 

English, 3 

15  ED.  COM. 


226  REPOKT  OF  THE 

Mathematics, v ..    .       3 

Physics  and  chemistry, 5 

Workshop  or  history  and  political  economy, 4 

20 

Students  pursuing  this  course,  who  wish  to  prepare  themselves  for 
mercantile  business,  may  substitute  the  study  of  commercial  products 
for  mechanical  instruction  and  practice  in  the  workshop.  Students 
who  have  completed  the  mechanical  course  may,  upon  passing  a  sat- 
isfactory examination,  remain  in  the  college  and  enter  the  junior 
class  of  the  scientific  course. 

Students  in  the  classical  and  scientific  courses  are  admitted  to  the 
workshop  after  hours  of  recitation,  4^  hours  per  week,  so  far  as  they 
can  be  accommodated ;  and  provided,  in  the  opinion  of  the  faculty  ? 
this  additional  work  does  not  impede  their  progress  in  the  courses  to 
which  they  belong. 

THE  WORKSHOP. 

Connected  with  the  college  is  a  workshop  in  which  instruction  is 
given  in  the  elements  of  mechanical  manipulation.  The  course  of 
workshop  instruction  extends  over  three  years.  In  the  first  year  the 
use  of  wood-working  tools  is  taught.  The  student  becomes  acquainted 
with  all  the  ordinary  wood-turning  tools,  and  learns  to  fashion  wood 
exactly  to  any  required  form  and  dimensions;  to  make  joints  of  all 
kinds;  to  veneer,  finish  and  polish.  In  the  second  year  the  metal - 
working  tools  are  used,  and  the  arts  of  forging,  chipping,  filing,  sol- 
dering, finishing  and  lacquering  are  learned.  In  the  third  year  the 
working  of  metals  is  carried  further;  the  use  of  the  lathe  in  turning 
wood  and  metal  is  learned,  the  side  rest  and  the  engine  lathe  are  in- 
troduced, and  the  use  of  these  tools  in  the  making  of  screws,  gear- 
wheels and  other  parts  of  machinery  is  taught. 

The  object  of  the  entire  course  is  to  furnish  the  student  with  such 
manual  skill,  and  such  a  general  knowledge  of  the  tools  and  methods 
of  working  in  the  arts  in  which  wood  and  metal  are  employed,  as  will 
give  him  an  intelligent  comprehension  of  any  mechanical  operation 
or  device,  and  enable  him,  with  proper  study  and  practice,  to  master 
any  handicraft  or  mechanical  profession  to  which  his  attention  may 
be  directed  in  after  life. 

The  instruction  in  the  mechanical  arts  is  given  either  in  the  regular 
college  course  or  in  a  special  mechanical  course  of  three  years.  In 
the  first  case  the  student  takes  the  workshop  instruction  and  practice 
after  college  hours,  and  in  addition  to  his  college  studies.  In  the  sec- 
ond, which  is  designed  for  those  who  are  unable  to  take  the  full  col- 
lege course,  his  time  is  about  equally  divided  between  academic 
studies  on  the  one  hand,  and  drawing  and  workshop  practice  on  the 
other.  The  superior  training  in  mathematics  and  literature  obtained 
in  the  college  course,  makes  the  first  plan  decidedly  preferable  for  all 


INDUSTRIAL  EDUCATION  COMMISSION.  227 

who  can  pursue  it,  and  it  has  been  found  by  experieuce  that  the  stu- 
dent, unless  he  is  burdened  with  other  work  outside  the  college,  is 
not  in  general  overtasked  by  taking  the  workshop  instruction  in  addi- 
tion to  his  college  studies,  since  it  imposes  on  him  no  work  to  be  done 
at  home,  and  actually  serves  as  recreation  and  exercise. 

The  workshops  are  three  in  number.  The  first,  for  wood-working,  has  an  area  of 
1,300  square  feet,  and  contains  fifteen  double  benches,  with  closets  and  tools  for  a 
class  of  thirty.  The  second,  for  forge  and  vise  work,  has  an  area  of  820  square  feet, 
and  contains  six  Buffalo  forges,  twenty  anvils,  and  two  long  benches  with  fifteen 
vises,  and  an  assortment  of  forge  and  vise  tools,  and  affords  accommodation  for  a 
class  of  from  fifteen  to  thirty  students.  The  third,  for  lathe  work,  has  an  area  of  720 
square  feet,  and  contains  six  grindstones,  twenty-six  lathes  for  wood  and  metal- 
working,  four  engine-lathes  and  a  circular  saw.  The  shops  are  illuminated  by  elec- 
tric lamps,  and  the  lathes  and  grindstones,  as  well  as  the  dynamos  which  supply  the 
light,  and  the  ventilating  fans,  are  driven  by  a  steam-engine  of  twenty-five  horse 
power. 

In  the  three  years'  course,  the  subject  of  commercial  products  em- 
braces the  study  of  raw  and  manufactured  products.  The  former  be- 
longs to  the  Department  of  Natural  History,  and  divides  itself  into 
four  parts,  viz : 

1.  The  consideration  of  raw  materials  from  the  mineral  kingdom ; 
as  metals,  ores,  coal,  petroleum,  etc. 

2.  Of  those  from  the  vegetable  kingdom ;  as  grain,  timber,  textile 
fabrics,  tea,  coffee,  etc. 

3.  Of  those  from  the  animal  kingdom ;  as  silk,  wool,  fur,  hides, 
meat.  etc.  , 

4.  The  consideration  of  the  sources  of  supply  and  lines  of  convey- 
ance, or  what  is  generally  known  as  "  Commercial  Geography." 

The  iirst  division  of  the  subject  is  taught  practically,  by  the  exam- 
ination of  the  things  themselves. 

The  second  division,  or  "  Economic  Botany,"  begins  with  the  study 
of  the  relations  of  the  vegetable  and  mineral  kingdoms,  and  of  the 
nutrition  and  reproduction  of  plants.  This  is  followed  by  the  study 
of  their  parts,  their  uses  and  products. 

The  third  division,  or  u  Economic  Zoology,"  is  taught  in  the  same 
manner  as  the  first  and  second. 

A  half  term  of  thirty  two  lessons  is  assigned  to  each  part. 

A  report  of  a  special  committee  of  the  New  York  City  Board  of 
Education,  submitted  in  1887,  states  that  "the  number  of  students 
availing  themselves  of  these  opportunities  for  manual  training  is  185 ; 
their  ages  range  from  fourteen  to  twenty-one  years,  the  average  age 
at  admission  being  fifteen  years  and  three  months." 

Of  all  the  "regular  course"  pupils,  who  have  selected  work-shop 
training  in  addition  to  their  prescribed  studies,  but  one  was  found  to 
become  backward  in  those  studies ;  of  the  other  pupils  making  such 
selection,  it  is  reported  that  the  manual  training  has  benefited  them 
in  the  conduct  of  their  ordinary  studies. 


REPORT  OF  THE 

The  annual  cost  of  imparting  instruction  is  reported  as  nearly 
$3,600  00,  of  which  about  $100.00  represents  the  cost  of  materials. 

The  total  cost  of  shop  plant,  as  stated  in  a  report  of  October  31, 
1888,  has  been  $8,640.06. 

6.  The  Hebrew  Technical  Institute. 

The  Hebrew  Technical  Institute  was  organized  in  1884,  having  as 
its  object  the  preparation  of  Jewish  youth  for  industrial  callings. 

It  is  a  manual  training  school.  The  requirements  for  admission  are : 
That  pupils  shall  be  twelve  years  of  age  and  have  reached  the  fourth 
grade  in  the  New  York  public  schools.  These  requirements  have  not 
in  the  past  been  rigidly  enforced,  as  many  boys  of  thirteen  or  over 
had  not  yet  reached  the  fourth  grade. 

The  school  hours  are  from  9  till  4  daily.  Special  instructions  in 
wood-carving  are  given  from  4  to  6  p.  M.  on  Mondays  and  Thursdays. 

The  course  of  instruction  is  as  follows : 

First — Arithmetic,  from  fractions  to  the  completion  of  arithmetic. 

Practical  geometry ;  completing  the  ground  in  Hill's  geometry. 

Physics  and  mechanics  ;  history  and  geography ;  language  lessons ;  composition 
and  penmanship. 

Materials  used  in  the  arts  and  industries. 

Instruction  in  physics  is  illustrated  by  experiments,  and  the  pupils  have  made 
models  illustrating  the  application  of  the  mechanical  powers.  Instruction  in  this 
department  takes  two  hours  daily. 

Free-hand  drawing,  commencing  with  free-hand  measurement,  then  drawing  of 
geometrical  solids,  sketching  and  drawing  from  cast  with  charcoal,  one  hour  daily. 

Mechanical  drawing. 

1.  Use  of  tools. 

2.  Developments  of  simple  solids  which  are  cut  out  in  the  shop  from  these  draw- 
ings. 

3.  Simple  designs,  which  are  cut  out  in  thin  wood  with  the  hand-bracket  saw. 

4.  Elements  of  working  drawings. 

5    Drawings  of  the  principal  joints,  which  are  constructed  in  the  shop. 

6.  Fifty  problems  in  practical  geometry. 

7.  Projection  drawings. 

8.  Machine  drawing  to  scale. 

9.  Elements  of  architectural  drawing. 
10.  Tracing  and  blue  printing. 

1L  Drawing  trustees  and  patterns  made  in  the  shop. 

Course  in  the  shop. 

1.  Work  in  pasteboard. 

2.  Bracket  sawing. 

3.  Construction  from  white  holly  of  some  simple  article  for  use. 

4.  A  course  of  twenty  lessons,  bringing  into  use  the  principal  tools,  glue  and  nails. 
§.  A  course  of  construction  work,  in  which  the  previous  course  is  applied. 

6.  A  course  of  lengthening  timbers,  and  its  application  to  buildings. 

7.  Patternmaking  ;  series  of  twenty-one  patterns,  from  which  molds  and  casts  are 
made  by  pupils. 

8.  Castings  made  by  the  pupils,  to  be  finished  up  by  them. 

9.  All  work  above  mentioned  to  be  made  from  drawings  made  by  the  pupil. 
At  the  close  of  the  first  year  in  the  shop,  metal  work  is  commenced. 

The  course  of  this  branch  includes  vise-work,  chipping  and  filing;  turning  brass 
and  iron,  brass  finishing,  and  the  course  in  forge  work. 


INDUSTRIAL  EDUCATION  COMMISSION.  229 

In  the  shop  pupils  are  taught  the  use,  care  and  nature  of  tools  employed. 
The  various  classes  are  periodically  taken  to  leading  manufacturing  establish- 
ments of  New  York,  to  witness  the  practical  application  of  processes. 

A  leaflet  published  by  the  Industrial  Education  Association,  Sep- 
tember 24,  1888,  gives  the  following  extract  from  the  report  of  the 
director : 

u  This  is  the  difference  between  this  school  and  a  trade  school.  A 
trade  school  is  one  where  some  special  branch  is  taught — a  school 
where  segarmaking  or  plumbing  or  some  special  industry  is  taught. 
Surely,  ill-fed  boys  of  twelve  and  a  half  or  thirteen,  who  never  saw 
a  hammer  or  chisel,  are  not  fit  to  be  set  at  these  trades.  And  how 
many  boys  of  thirteen  want  to  go  to  work  at  a  trade  ?  Let  them 
however  go  to  a  school,  not  where  a  trade  is  taught,  but  where  they 
are  taught  to  use  tools  and  to  draw  and  to  continue  their  ordinary 
education,  and  when  they  get  to  be  fifteen  or  so,  and  then  they  are 
not  too  old  to  enter  life,  what  have  they  learned  ?  They  have  learned  to 
like  tools  and  to  want  to  be  machinists,  or  electricians,or  carpenters,  and 
when  they  enter  their  fields  they  will  become  skilled  mechanics. 
They  have  the  foundation  laid  stout  and  deep ;  the  foundations  of 
intelligence  and  skill,  for  they  know  the  principles  not  of  one  trade 
but  the  principles  that  underlie  many  trades.  We  dare  not,  in  fact  it 
is  impossible  to,  take  boys  as  young  as  we  do,  from  the  sources  they 
come,  and  teach  them  first,  trades.  First,  we  get  them  to  love  work 
and  want  work,  then  find  out  for  what  kind  of  work  they  are  best 
fitted,  and  then  assist  them  in  that  at  which  they  will  do  best.  Intel- 
ligence and  skill  are  both  needed,  one  as  well  as  the  other.  We  have 
here  the  brain  and  the  hand.  We  teach  here  that  it  is  as  honorable 
to  be  a  greasy  mechanic  as  the  cleanly  book-keeper ;  that  the  field  of 
industry  offers  as  broad  and  broader  opportunities  than  those  of  com- 
merce, that  production  is  as  honorable  as  distribution. 

"This  is  the  ground  work  of  the  school.  If  it  continues,  as  I  trust  it 
will,  it  must  prove  a  credit  to  the  city  and  to  the  community.  Its 
influence  will  widen  year  by  year,  and  the  emancipation  of  our  people 
will  be  greatly  furthered  through  its  existence.  Its  success  depends 
on  liberal  support.  It  is  not  a  charitable  institution  for  the  distribu- 
tion of  moneys,  or  the  care  of  the  sick,  but  a  preventive  institution, 
an  educational  institution,  a  social  factor.  It  should  be  supported 
liberally  so  that  it  can  have  the  best  instruction,  the  best  manage- 
ment, the  best  equipment.  It  should  be  conducted  in  the  wisest  and 
broadest  manner.  Only  thus  can  the  best  results  be  attained.  It 
should  command  the  support  of  every  intelligent  member  of  the  com- 
munity  as  the  realization  of  an  idea  which  will  do  more  to  keep  our 
people  in  the  van  of  the  car  of  progress  than  any  other  institution. 
It  should  become  an  institution  not  for  the  poor  alone,  but  for  all  who 
choose  to  enter  its  doors.  I  look  into  the  future  and  see  (provided 
the  spirit  I  have  lauded  prevails)  a  fine  building  equipped  with  a 


230  REPORT  OF  THE 

laboratory,  workshops  and  lecture  room  for  boys  and  girls.  And  I 
see  years  after  young  men  and  women  graduating  therefrom,  and  en- 
tering into  honest  competition  in  those  walks  of  life  which  for  cen- 
turies they  have  avoided.  I  see  through  this  best  commingling  in  all 
employments  the  solution  of  ihe  race  problem.  I  see  the  Jew  and 
the  Gentile  alike  working  at  the  forge  and  the  bench.  I  see  Jewish 
builders,  plumbers,  masons  and  machinists.  I  see  the  mercantile 
spirit  no  longer  monopolizing  the  attention  of  our  youth,  and  the 
historian  of  our  race's  progress  will  then  accord  to  all  those  who  in- 
terest themselves  in  the  broad  and  philanthropic  cause  of  this  institute 
due  credit  as  the  founders  of  this  social  reform. 

"  The  number  of  pupils  now  in  attendance  is  87.  At  the  same  date 
last  year.  86.  Of  the  pupils  who  were  members  of  the  school  at  the 
last  report,  23  are  now  engaged  in  industrial  work.  There  are  now 
ten  pupils  forming  our  highest  class  ready  to  leave  its  walls  and  enter 
practical  life.  During  the  summer  the  usual  summer  course  was 
held,  during  which  period  the  attendance  reached  125.  In  consider- 
ing the  number  of  pupils  it  should  be  borne  in  mind  that  many  of 
those  who  enter  the  school  and  do  not  complete  the  course  are  very 
materially  benefited  by  the  instruction  they  here  obtain.  In  any  em- 
ployment these  boys  enter,  the  '  handiness '  they  have  acquired 
endows  them  with  additional  usefulness. 

"  Cases  of  absence  from  illness  are  rare.  The  excellent  condition 
may  be  attributed  in  no  small  degree  to  the  abundant  exercise  that 
the  boys  get  in  the  manipulation  of  the  tools.  The  boys  here  do  not 
sit  for  any  great  length  of  time,  but  perform  much  of  their  work 
standing,  and  are  taught  to  employ  all  their  activities.  Many  of  our 
pupils  show  more  than  the  average  physical  growth  as  a  result  of 
their  work  here.  No  serious  breaches  of  discipline  have  taken  place 
that  call  for  mention.  The  kindest  methods  of  treatment  are  em- 
ployed. Appeals  in  cases  of  necessity  are  made  to  the  pupil's  sense 
of  honor.  He  is  taught  to  respect  authority  and  property  even  when 
not  watched.  No  undue  reference  is  made  to  the  fact  that  the  pupils 
are  the  recipients  of  the  kindness  of  others,  but  a  constant  endeavor 
is  made  to  develop  the  thankfulness  that  best  expresses  itself  in  manly 
and  courteous  behaviour,  diligence  at  work  and  a  pride  in  the  accom- 
plishing of  good  results.  The  severest  penalty  that  can  be  inflicted  is 
detention  from  the  shop  or  drawing-room,  and  it  is  an  exceptionally 
phlegmatic  pupil  that  will  not  linger  fascinated  about  the  lathe  or  the 
engine  room  long  after  the  stated  school  time  is  over. 

u  The  course  of  instruction  has  been  extended.  The  equipment  of 
the  metal  working  shop  now  includes  two  engine  lathes,  2  drill  presses, 
2  speed  lathes,  1  planer  and  15  vises,  with  all  the  necessary  tools  used 
with  these  machines.  The  vise  work  in  a  series  of  eight  progressive 
exercises  teaches  the  pupil  the  properties  of  cast  iron  and  the  use  of 
the  hammer,  chisel,  file,  straight-edge,  calipers  and  square,  bevel 


INDUSTRIAL  EDUCATION  COMMISSION.  231 

gauge,  dividers.  The  utmost  accuracy  is  required.  Exercises  of  the 
lathe  are  first  commenced  in  type  metal,  followed  by  work  in  steel 
and  brass.  The  vise  work  done  here  is  far  beyond  the  average  of 
that  which  is  done  by  boys  of  similar  age  in  other  institutions.  In 
the  wood- working  department  the  main  features  of  the  instruction 
hitherto  followed  has  been  continued.  The  instruction  commencing 
with  simple  exercises  in  pasteboard  work  as  an  introduction  to  wood- 
work, includes  joinery,  wood  turning,  patternmaking  and  cabinet- 
making.  The  features  of  instruction  in  mechanical  and  free-hand 
drawing  have  not  been  materially  modified.  All  work  in  the  shop  is 
made  from  drawings  of  the  object  and  from  measurements  taken  by 
the  pupils.  Instruction  in  the  principles  of  mechanics  is  given  prac- 
tically, and  the  pupils  are  required  to  construct  models  illustrating  the 
principles.  This  work  thus  gives  practice  in  the  use  of  tools  and 
instructs  most  thoroughly  in  the  elements  of  science.  The  instruc- 
tion in  the  English  department  averaging  for  each  class  but  two  hours 
daily,  includes  history,  geography,  arithmetic,  geometry,  physics, 
language  lessons,  letter  writing  and  industrial  topics.  As  our  pupils 
are  on  an  average  under  thirteen  when  they  enter,  it  is  necessary 
that  instruction  in  these  branches  be  given.  Furthermore,  as  the 
purpose  of  the  school  is  to  develop  intelligent  young  men  they  must 
be  grounded  in  those  principles  which  underlie  the  arts  and  industries. 
"  Summarizing  the  course  of  instruction  it  will  be  seen  to  fall  under 
three  heads :  Shop-work  in  wood  and  iron,  drawing,  free  hand  and 
mechanical,  the  English  branches  and  physics.  Each  pupil  attends 
during  the  six  hours  which  form  the  school  day,  and  receives  instruc- 
tion in  all  the  departments.  The  longer  he  stays  in  the  school  the 
following  facts  become  apparent:  First,  whether  he  has  any 
mechanical  aptitude;  second,  whether  he  likes  wood  or  iron  work, 
and  this  evidences  itself  by  the  work  he  does  for  special  work.  Thus 

ERRATUM,  p.  231. 

7.  The  Industrial  Education  Association. 


7.  The  Industrial  Education  Commission. 

The  outline  and  purpose  of  the  work  of  the  association  are  best  stated 
by  the  following  extracts  from  publications  issued  by  it  at  different 
times. 

u  The  growth  of  the  association  work  is  a  most  excellent  example  of 
the  development  of  an  idea.  In  April,  1880,  there  was  incorporated 
in  New  York  city,  the  kitchen- garden  association.  The  objects  of 
this  association  were  the  promotion  of  the  domestic  industrial  arts 
among  the  laboring  classes,  by  giving  to  the  children  of  the  same,  and 


232  REPORT  OP  THE 

to  such  others  as  might  be  deemed  desirable,  gratuitous  instruction 
in  household  arts,  according  to  the  principle  of  the  kitchen-garden 
system;  and  also  to  promote  a  wide  and  correct  diffusion  of  the  prin- 
ciples upon  which  the  system  had  been  founded,  and  to  prevent  its 
degenerating  into  careless  and  erratic  methods  of  teaching,  which 
might  expose  the  system  to  misconception  in  its  objects  and  opera- 
tion. 

"It  cannot  be  claimed  that  the  kitchen  garden  system  was  educa- 
tional, save  indirectly.  It  was  practical  philanthrophy.  The  term 
seems  to  have  originated  with  Miss  Emily  Huntington,  who  published 
a  book  on  the  subject  in  1878.  By  'kitchen- garden '  Miss  Huntington 
denoted  an  application  of  some  details  of  Froebel's  kinder- garten  sys- 
tem to  domestic  service.  The  association  was  convinced  of  the  value 
of  the  application,  and  in  its  first  annual  report,  made  in  May,  1881  - 
was  able  to  state  that  during  the  year  the  principles  of  the  kitchen- 
garden  had  been  applied  in  29  classes,  comprising  999  children  in  New 
York  city  and  vicinity  alone.  Many  other  cities  followed  New  York's 
example,  and  similar  classes  were  reported  as  existing  in  Brooklyn* 
Philadelphia,  Boston,  Albany,  Troy,  St.  Louis,  Cincinnati,  Wilkes- 
Barre,  Meadeville,  Newark,  Poughkeepsie,  Elmira  and  Newport.  In. 
this  initial  report  the  same  note  is  sounded  that  is  heard  again  in  the 
last  report  which  has  just  been  issued.  It  is  that  too  much  stress  can- 
not be  laid  upon  the  importance  of  training  teachers  for  this  work. 
Persons  must  not  be  permitted  to  take  it  up  without  adequate  prepara- 
tion. In  thus  insisting  on  a  professional  training  for  teachers,  the  as- 
sociation, in  the  earliest  days  of  its  history,  placed  itself  upon  a  proper 
plane,  and  made  its  future  successful  development  possible.  One  year 
later,  in  May,  1882,  one  or  two  points  of  advance  were  chronicled.  The 
kitchen-garden  classes  have  been  continued  in  all  the  cities  in  which 
they  had  previously  been  introduced,  and  new  classes  had  been  estab- 
lished in  Orange,  Rochester,  Yonkers,  St.  Albans,  Cedar  Rapids,  Ger- 
mantown,  Chestnut  Hill  and  Cleveland.  A  normal  class  had  been 
started,  and  was  meeting  with  gratifying  success.  A  graduate  of  the 
normal  class  had  attempted  an  extension  of  the  system  so  that  it 
would  suit  boys  as  well  as  girls.  While  this  extension  had  not  been, 
developed,  yet  progress  was  reported.  The  third  repor  t,  issued  in  1883, 
told  of  a  successful  but  uneventful  year.  The  fourth  report,  however, 
marks  a  significant  stage  in  the  association's  development.  The  board 
of  managers  had  begun  to  feel  that  their  present  work  was  too  limited, 
that  their  fundamental  principle  admitted  of  a  wider  application  than, 
it  was  receiving.  This  feeling  found  expression  in  a  resolution  passed 
March  21, 1884,  which  reads  as  follows :  '  Resolved,  that  at  the  next 
regular  meeting  of  the  association  the  subject  of  the  dissolving  of  the 
kitchen-garden  association,  with  a  view  of  re -organizing  under  a  dif- 
ferent name  and  upon  a  broader  basis,  be  presented,  and  action  taken 
thereon.  It  is  proposed  to  make  this  change  because,  first,  the  title 


INDUSTRIAL  EDUCATION  COMMISSION.  23& 

"  Kitchen-garden  association  "  is  too  limited  in  its  scope ;  second,  ex- 
perience has  proved  that  a  more  advanced  work  in  addition  is  essen- 
tial ;  third,  it  is  desirable  that  industrial  training  for  schools  in  gen- 
eral, for  older  pupils,  and  for  boys,  be  added  to  the  present  work  *r 
fourth,  other  systems  having  been  developed,  it  seems  advisable  to 
incorporate  them  with  our  own.' 

u  In  this  dissolution  the  old  was  not  displaced  entirely  by  the  new^ 
but  it  was  relegated  to  a  subordinate  position.  A  standing  commit- 
tee on  kitchen-garden  was  provided  for,  and  to  it  the  direction  of  that 
work  was  confided.  The  result  of  the  re-organization  was* 'The  In. 
dustrial  Education  Association.'  In  April,  1885,  its  first  annual  report 
was  published  ;  and  in  its  whole  tenor  indicates  that  a  greatly  enlarged 
work  has  been  undertaken.  In  this  report  it  is  stated  that  the  associa- 
tion was  organized,  first,  to  obtain  and  disseminate  information  upon 
industrial  education,  and  to  stimulate  public  opinion  in  its  favor ; 
second,  to  invite  cooperation  between  existing  organizations  engaged 
in  any  form  of  industrial  training :  third,  to  train  women  and  girls  in 
domestic  economy,  and  to  promote  the  training  of  both  sexes  in  such 
industries  as  shall  enable  those  trained  to  become  self-supporting ; 
fourth,  to  study  and  devise  methods  and  systems  of  industrial  training, 
and  secure  their  introduction  into  schools ;  also,  when  expedient,  to 
form  special  classes  and  schools  for  such  instruction  ;  fifth,  to  provide 
instructors  for  schools  and  classes,  and,  if  necessary,  to  train  teachers 
for  this  work. 

"The  work  of  the  year,  as  might  have  been  expected,  had  been  largely 
preparatory.  Industrial  education  had  been  studied,  committees  on 
specific  topics  organized  and  set  to  work.  The  conclusion  had  been 
reached  that  a  center  should  be  established,  where,  by  practical  ex- 
periment, the  value  and  feasibility  of  manual  training  could  be 
demonstrated.  To  this  end  the  association  had  applied  to  the  board 
of  education  of  New  York  city  for  the  use  of  a  school  building  one 
afternoon  in  the  week,  for  the  purpose  of  holding  classes,  after  the 
regular  school  hours,  in  sewing,  domestic  economy,  designing,  model- 
ing, simple  carpentry,  and  the  use  of  tools.  The  association  offered 
to  assume  the  entire  care  and  expense,  and  to  open  the  classes  to  the 
inspection  of  teachers,  school  trustees,  and  members  of  the  board  of 
education.  This  request  was  refused,  and  on  the  quite  defensible 
ground  that  the  board  was  not  authorized  to  permit  the  use  of  a  school 
building  for  any  educational  work  not  wholly  under  its  own  control. 
During  this  year,  also.  General  John  Eaton,  United  States  Commis- 
sioner of  Education,  invited  the  association  to  prepare  an  exhibit  for 
the  New  Orleans  exposition ;  but  it  was  deemed  inexpedient  to  at- 
tempt any  such  exhibition  at  that  time. 

u  The  second  annual  report,  issued  in  May,  1886,  of  the  industrial 
education  association,  is  somewhat  more  elaborate  than  its  predeces- 
sors. The  work  of  the  association  had  attracted  sufficient  attention  to 


23 -t  REPORT  OF  THE 

incur  misrepresentation,  and  it  was  deemed  necessary  that  an  ad- 
equate explanation  of  the  term  'industrial '  be  given.  The  report  in- 
sists that  by  this  term  is  not  meant  the  teaching  of  any  trade,  nor  the 
introduction  of  the  teaching  of  trades  into  public  education.  But,  the 
report  continues,  quoting  Mr.  Washington  Gladden,  cwe  hold  that 
there  is  an  industrial  training,  which  is  neither  technical  nor  profes- 
sional, which  is  calculated  to  make  better  men  and  better  citizens  of 
the  pupils,  no  matter  what  calling  they  may  afterward  follow  ;  which 
affects  directly,  and  in  a  most  salutary  manner,  the  mind  and  char- 
acter of  the  pupil,  and  which  will  be  of  constant  service  to  him  through 
all  his  life,  whether  he  be  wage-worker  or  trader,  teacher  or  clergyman. 
The  training  of  the  eye  and  of  the  hand  are  important  and  essential 
elements  in  all  good  education.  These  elements  the  State  is  bound 
to  furnish.' 

"  The  objects  of  the  association  were  defined  anew,  and  the  more 
essential  of  them  are,  1°,  to  secure  the  introduction  of  manual  training 
as  an  important  factor  in  general  education,  and  to  promote  the  train- 
ing of  both  sexes  in  such  industries  as  shall  enable  those  trained  to 
become  self-supporting;  2°,  to  devise  methods  and  systems  of  in- 
dustrial training,  and  to  put  them  in  operation  in  schools  and  insti- 
tutions of  all  grades ;  3°,  to  provide  and  train  teachers  for  this  work. 

u  Numerous  classes  had  been  started  in  various  branches  of  industrial 
work,  and  an  accomplished  and  efficient  superintendent  appointed  to 
organize  and  develop  the  work.  The  special  committee  on  industries 
had  been  busy  investigating  the  practical  working  of  the  industrial 
feature  wherever  introduced  into  reformatories  and  similar  institu- 
tions, and  was  able  to  report  that  three  very  important  conclusions 
had  been  reached.  These  were,  1°,  that  every  child  in  these  institu- 
tions should  be  trained  to  become  a  producing  factor  in  the  com- 
munity ;  2°,  that,  if  such  training  is  to  have  permanent  value  in  the 
after-life  of  the  child,  it  must  be  conducted  on  a  basis  of  education  to 
the  child,  and  cannot  be  made  to  any  extent  a  source  of  revenue  to 
the  institution ;  3°,  that  the  moral  results  of  such  training  are  most 
satisfactory. 

"  Perhaps  the  greatest  triumph  of  the  year  was  the  success  of  the 
children's  industrial  exhibition,  held  under  the  auspices  of  the  associa- 
tion. The  exhibition  was  opened  on  March  31,  and  lasted  one  week- 
To  meet  the  often  expressed  wish  that  this  exhibition  might  show  the 
results  attained  in  cities  where  industrial  education  has  al read y  gained 
a  definite  place  in  the  curriculum  of  public  instruction,  special  invita- 
tions were  extended  to  New  Haven,  Jamestown,  Chicago,  Cleveland, 
St.  Louis,  Philadelphia,  Boston,  Worcester  and  other  cities.  The  work 
of  all  grades  of  pupils,  irrespective  of  age,  was  solicited  with  a  view 
to  showing  the  results  possible  under  systematic  training.  To  the 
cordial  responses  from  these  cities,  as  well  as  to  the  efficient  coopera- 
tion of  schools  and  institutions  in  and  near  New  York,  much  of  the 


INDUSTRIAL  EDUCATION  COMMISSION.  235 

success  of  the  exhibition  was  due.  It  comprised  no  fewer  than  seventy 
separate  exhibits  from  schools  and  institutions,  representing  the  work 
of  thousands  of  children,  and  one  hundred  and  forty  individual  ex- 
hibits. This  exhibition  did  a  great  deal  to  increase  the  popular  ap- 
preciation of  the  importance  of  industrial  training.  The  attendance 
of  visitors  was  veiy  large,  numbering  over  seven  thousand  persons. 
The  press  treated  the  exhibition  with  gratifying  cordiality. 

Great  as  is  the  progress  noted  in  the  report  of  1886,  that  of  1887  sur- 
passes it.  The  work  had  now  reached  a  still  more  advanced  stage. 
Nearly  a  year  ago  the  association  had  outgrown  its  quarters,  and  the 
large  building,  No.  9  University  Place,  formerly  occupied  by  Union 
theological  seminary,  was  leased  for  a  term  of  years.  The  building 
was  altered  and  refitted;  and  in  December  last,  two  classes  in  draw- 
ing, one  in  carpentry,  one  in  sewing,  one  in  cookery,  together  with 
the  kindergarten  and  domestic  training  department,  were  in  progress. 
In  April  this  number  had  increased  to  seven  classes  in  drawing,  six 
in  carpentry,  six  in  sewing,  twelve  in  cookery,  together  with  the  kin- 
dergarten and  domestic  training  department.  The  association  has  had 
under  instruction  4,383  pupils,  2.991  of  whom  have  been  members  of 
classes  held  outside  of  the  building  but  instructed  by  teachers  in  the 
employ  of  the  association.  Over  400  pupils  were  enrolled  in  vacation 
classes  held  in  July  and  August.  A  course  of  public  lectures  was  given 
and  attracted  much  attention.  A  museum  has  been  opened  which 
serves  as  an  object  lesson  in  industrial  education.  It  is  always  open  to 
visitors,  and  many  teachers  and  other  interested  persons  visit  it  daily. 
From  it  the  eye  takes  in  at  a  glance  the  possibilities  resulting  from  the 
combination  of  manual  and  mental  exercises,  and  sees  how  they  supple- 
ment and  depend  upon  each  other.  The  museum  comprises  at  pres- 
ent some  twelve  separate  exhibits  of  drawing,  together  with  speci- 
mens of  carpentry,  joinery,  lathe  and  forge  work,  representing  the 
Chicago  public  schools,  Worcester  high  school,  Montclair  public  schools, 
New  Haven  public  schools,  Hebrew  technical  institute,  College  of 
the  city  of  New  York,  Baltimore  manual  training  school,  Chicago 
manual  training  school,  and  the  Women's  institute  of  technical  de- 
sign. Still  other  exhibits  are  in  course  of  preparation. 

A  library  fund  has  been  secured,  and  by  fall  a  large  reference  and 
circulating  library  of  educational  works  will  be  at  the  disposal  of 
teachers  and  students.  But  the  most  important  of  the  new  features  is 
the  establishment  of  a  college  for  the  training  of  teachers.  This 
college  will  aim  eventually  to  become  a  professional  school  for  teach- 
ers, not  a  mere  normal  school  in  which  education  and  preparation  for 
teaching  go  hand  in  hand,  but  a  professional  school  in  the  sense  that 
a  law  school  or  a  medical  college  is  a  professional  school.  As  the 
law  school  has  its  moot  courts  and  the  medical  school  its  dissecting- 
room,  to  combine  practice  with  theory,  so  this  college  will  have  its 
model  school. 


236  REPORT  OF  THE 

In  this  model  school  the  training  which  the  association  advocates 
will  be  given, — here  the  new  system,  which  combines  the  old  and  the 
new,  will  be  taught, — and  the  association  hopes  to  have  in  it  a  strong 
confirmation  of  the  belief  which  it  strives  to  propagate. 

The  college  building  No.  9,  University  Place  contains  a  large  lec- 
ture hall  in  which  free  lectures  are  giyen.     Monographs  on  educa 
tional  topics  are  also  issued  from  time  to  time. 

The  statement  of  principles  which  the  industrial  education  associa- 
tion issued  recently  is  a  most  excellent  pedagogic  creed.  It  should  be 
carefully  perused  by  every  teacher.  The  substance  of  it  is  as  fol- 
lows : 

The  association  holds, — 

1.  That  the  complete  development  of  all  the  faculties  can  be  reached 
only  through  a  system  of  education  which  combines  the  training  found 
in  the  usual  course  of  study  with  the  elements  of  manual  training. 

2.  That  the   current  system  trains  the   memory  too  largely,  the 
reasoning  powers  less,  the  eye  and  the  hand  too  little. 

3.  That  industrial  training,  to  have  its  fullest  value,  must  be  an  in- 
tegral part  of  general  education.     While  valuable  in  some  measure 
alone,  it  is  alone  little  better  than  manual  training  as  leading  to  the 
learning  of  trades. 

4.  That  it  is  not  the  aim  of  the  association  to  teach  trades.     That 
boys  and  girls  will,  if  educated  according  to  the  system  which  it  ad- 
vocates, be  better  able  to  take  up  the  study  of  any  particular  trade,  it 
recognizes  as  one  of  the  results  of  the  system.     It  is  the  development 
of  all  the  faculties  which  it  holds  to  be  the  essential  aim  of  the  sys- 
tem. 

5.  That  the  fact  is  generally  recognized  among  those  best  informed 
on  the  subject  of  education  that  the  kindergarten  system  produces  the 
best  results  with  young  children.     The  association  claims  that  the  sys- 
tem which  combines  industrial  training  with  the  usual  and  necessary 
branches  is  nothing  more  than  a  development  of  the  kindergarten 
theory — a  system  found  wise  for  young  children  modified  and  adapted 
to  children  of  more  mature  growth. 

6.  That  it  holds  the  belief,  that  as  children,  wherever  found,  pos- 
sess the  same  faculties  and  develop  the  same   characteristics,  this 
system  should  be  introduced  into  all  classes  and  grades  of  schools,  the 
private  as  well  as  the  public  schools,  and  not  alone  in  the  primary 
public  schools,  but  in  all  those  of  more  advanced  grades. 

7.  It  holds  that  this  system  tends  to  the  development  of  certain 
moral  qualities  as  well  as  to  the  development  of  the   intellectual 
faculties. 

8.  That  the  various  occupations  which  are  by  this  system  given  to 
the  children,  render  study  less  irksome  than  any  system  can  in  which 
the  exercise  of  the  faculty  of  memory  is  alone  involved. 

9.  That  there  exists  in  this  country  a  wide-spread  disinclination  for 


INDUSTRIAL  EDUCATION  COMMISSION.  237 

manual  labor  which  the  present  system  seems  powerless  to  overcome. 
There  is  a  wide  range  of  occupations  which  our  boys  and  girls  might 
with  advantage  enter  were  it  not  that  they  are  prevented  from  doing 
so  by  a  false  view  of  the  dignity  of  labor.  That  one  of  the  results  of 
this  system  of  education  will  be  to  destroy  a  prejudice  which  in  a 
measure  arises  from  a  want  of  familiarity  with  hand  work. 

"  10.  That  the  first  and  last  object  of  the  association,  the  main  reason 
for  its  existence  is  the  creation  of  a  public  interest  in  this  system  and 
a  public  belief  in  its  value. 

"To  carry  out  the  objects  of  the  association,  the  methods  to  be  em- 
ployed in  this  work  are  substantially  as  follows : 

"I.  By  distributing  writings  and  documents  explanatory  of  the 
theories  of  industrial  education  and  also  of  the  practical  methods  of 
engrafting  industrial  training  upon  the  present  school  system  as  an 
integral  part  of  a  common  school  education.  These  documents  are  to 
be  sent  to  all  educational  centers  with  a  view  to  stimulate  inquiry  and 
interest. 

"II.  By  sending  persons  competent  to  lecture  upon  the  same  mat- 
ters; to  add  personal  influence  to  the  documentary  explanations  and 
to  invite  the  interest  of  persons  influential  in  educational  matters. 

"  III.  By  sending  trained  teachers  to  point  out  practical  methods  of 
engrafting  manual  training  upon  existing  schools  and  institutions  of 
learning,  or  if  need  be  to  establish  independent  schools  for  industrial 
training. 

UIV.  By  sending  teachers  to  work  in  schools  wherever  needed 
throughout  the  country. 

"To  accomplish  these  objects  there  is  to  be  established  a  center  of 
information  at  No.  9  University  Place,  which  shall  contain : 

"  I.  A  library  comprising  all  literature  relating  to  the  subject  of  in- 
dustrial training  and  kindred  topics. 

u  II.  A  permanent  exhibition  or  museum  of  articles  illustrative  of 
methods  and  results  of  this  work. 

"  III.  Courses  of  lectures  bearing  upon  the  same  subjects. 

"  IV.  Normal  classes  for  the  training  of  teachers  and  lecturers  for 
the  work  above  outlined. 

"  Incidental  to  this  normal  instruction  there  will  be  children's  classes 
for  the  instruction  of  pupils  in  the  various  branches  of  manual  edu- 
cation. 

"  Further  incidental  to  these  normal  classes,  the  association  is  pre- 
pared to  furnish  lodgings  and  board  to  young  women  who  come  to 
this  city  from  a  distance  for  the  purpose  of  attending  such  normal 
classes. 

"Incidental  to  this  boarding  and  lodging  there  is  domestic  training 
work,  both  as  a  means  of  reducing  expenses  in  conducting  the  lodging 
department,  and  as  a  means  of  instruction  to  those  who  are  to  en- 
gage in  that  branch  of  handiwork." 


238  REPORT  OP  THE 

The  prospectus  of  the  proposed  college  for  the  training  of  teachers, 
opened  in  September,  1887,  made  the  following  announcement : 

"  The  college  for  the  training  of  teachers  is  to  be  founded  to  give 
systematic  instruction  to  persons  desirous  of  entering  on  the  profes- 
sion of  teaching.  For  the  present  at  least,  the  instruction  given  will 
be  almost  wholly  confined  to  those  hitherto  neglected  factors  in  edu- 
cation which  may  be  included  under  the  name  of  industrial  training. 
Both  male  and  female  students  will  be  admitted  to  the  college. 

a  Efficient  and  practical  instruction  in  the  best  methods  of  industrial 
education  will  be  given  by  a  competent  corps  of  instructors,  under 
whose  direction  and  criticism  students  will  also  teach  the  pupils  of 
the  model  school. 

"As  a  general  rule  no  student  will  be  admitted  to  the  college  until 
he  shall  have  obtained  the  age  of  eighteen  years.  In  special  cases 
this  requirement  may  be  suspended  by  vote  of  the  faculty. 

"Applicants  for  admission  are  required  to  pass  an  approved  exami- 
nation in  the  following  subjects : 

u  Plane  geometry — as  much  as  is  contained  in  the  first  five  books 
of  Davies'  Legendre. 

u  History  of  the  United  States. 

"  Special  students  are  received  and  permitted  to  select  such  courses 
as  they  may  choose  and  be  found  qualified  to  enter  upon. 

u  The  regular  course  of  study  is  as  follows  : 

u  For  Male  Students. — History  and  science  of  education,  2  hours  a 
week;  mechanical  drawing  and  wood-working,  4  hours  a  week; 
modeling  and  industrial  art,  3  hours  a  week. 

"For  Female  Students.— History  and  science  of  education,  2  hours 
a  week ;  mechanical  drawing  and  wood-working,  3  hours  a  week ; 
modeling  and  industrial  art,  3  hours  a  week ;  domestic  science,  5 
hours  a  week. 

"  Students  are  also  required  to  teach,  under  supervision,  in  the  model 
school,  and  to  attend  various  courses  of  lectures  on  educational,  scien- 
tific and  literary  subjects  that  are  arranged  for.  Certain  courses  of 
instruction  and  lectures  in  other  colleges  in  New  York  city  will  also 
be  open  to  the  students." 

TUITION  FEES. 

The  terms  for  tuition  lor  the  full  year's  course  are  $60.  The  terms 
for  special  and  partial  courses  will  be  made  known  on  application.  A 
limited  number  of  scholarships  have  been  established  to  aid  deserv- 
ing students. 

In  connection  with  the  college  for  the  training  of  teachers,  a  model 
school  for  boys  and  girls  was  opened  in  1887. 

This  school  includes  a  kindergarten,  a  primary  grade  and  a  grammar 
grade ;  in  which,  besides  the  usual  branches  taught  in  the  public 
schools,  special  attention  is  given  to  industrial  drawing,  clay  model- 


INDUSTRIAL  EDUCATION  COMMISSION.  239 

ling  and  the  use  of  tools.     The  course  for  girls  embraces  a  graded 
system  of  sewing  and  cutting,  together  with  a  course  in  cookery. 
Tuition  $4.00  a  year. 

8.  New  York  Public  Schools. 

A  special  committee  of  the  Board  of  Education  on  "  Course  of  study 
and  school  books  "  submitted  a  report  to  the  board  in  June,  1887,  con- 
taining, in  general  outline,  a  course  of  instruction  in  manual  training. 
This  course  included  modeling  in  clay,  construction  work  in  paper, 
pasteboard  and  other  suitable  materials,  and  drawing  to  scale  for  both 
boys  and  girls;  carpenter  work  or  the  use  of  wood-working  tools  for 
boys,  and  sewing  and  cooking  for  girls.  Suggestions  were  made  as  to 
the  way  in  which  the  necessary  time  might  be  found,  and  an  analysis 
of  the  probable  expense  to  be  incurred  was  furnished,  together  with 
various  other  considerations  relevant  to  the  subject.  The  report  con- 
cluded with  a  resolution  commending  to  the  board  these  views  of  the 
committee  and  recommending  their  adoption. 

This  report  was  adopted  by  unanimous  vote  of  the  board,  and  then 
by  further  resolution  the  committee  and  the  city  superintendent  were 
directed  to  prepare  in  detail  a  course  of  study  in  harmony  with  the 
views  presented,  and  also,  by  means  of  a  teachers'  manual,  suggestive 
and  expository,  to  furnish  a  full  statement  of  the  particulars  and 
methods  required  by  the  new  work.  The  board  directed  that  alter 
the  course  and  manual  should  be  prepared,  "  manual  training  should 
be  tested  in  a  limited  number  of  grammar  schools,  not  to  exceed  six 
male  departments  and  six  female  departments,  together  with  those 
primary  schools  and  departments  only  that  promote  to  the  same,  and 
that  a  reasonable  time  be  allowed  for  the  experiment,  and  that  these 
exercises  should  not  be  introduced  into  any  school  except  upon  appli- 
cation by  the  trustees  of  the  ward  in  which  said  school  is  situated." 

The  work  of  preparing  the  new  course  and  manual  was  a  task  full 
of  difficulty  and  responsibility.  Not  only  must  the  new  element  be 
given  in  all  of  its  details  and  the  methods  to  be  pursued  be  explicitly 
stated,  but  the  old  course  of  study  must  be  so  modified  as  to  find  time 
for  the  new  element  without  adding  to  the  labors  of  either  pupils  or 
teachers. 

"  This  difficult  work  was  satisfactorily  performed.  The  course  as 
now  prescribed  is  a  decided  improvement  upon  its  predecessor.  No 
study  has  been  omitted,  but  comparatively  unimportant  details  have 
been  left  out,  and  methods  of  treatment  have  been  judiciously 
modified. 

"  In  every  instance  the  alteration  made  in  the  course  of  study  has 
been  for  the  better,  and  deserves  to  stand,  entirely  irrespective  of  the 
question  of  the  retention  or  the  rejection  of  manual  training." 

The  time  assigned  to  the  manual  training  exercises  is  one  hour  and 


240  REPORT  OF  THE 

a  half  per  week  for  the  primary  schools  and  three  lower  grammar 
school  grades,  and  two  hours  per  week  in  the  five  upper  grades. 

From  six  and  one-third  to  about  nine  per  cent,  only  of  the  working 
time  is  required  for  the  new  element.     When  it  is  considered  that  the 
drawing  and  a  large  part  of  the  object  lessons  are  now  included  in  the 
manual  training,  it  will  be  seen  that  the  time  actually  taken  from  the 
other  studies  forms  but  a  small  part  of  the  whole. 
The  estimate  of  expenses  made  by  the  committee  was  as  follows  : 
A.  Estimate  of  expense  of  introducing  manual  training,  as  recom- 
mended, into  all  the  schools,  and  maintainance,  the  first  year  : 

Workshop  outfit,  1300.00  per  department,  60  departments, $18,00000 

Kitchen  outfit,  $200. 00  per  department,  60  departments, 12,00000 

Workshop  supplies,  $50.00  per  department,  60  departments, 3,00000 

Kitchen  supplies,  $100. 00  per  department,  60  departments, 6,00000 

Sewing  supplies,  $50  00  per  department,  60  departments, 3,00000 

Construction  supplies,  $25.00  per  department,  240  departments, 6,00000 

Teachers' salaries, 65,000  00 

Assistant  superintendent's  salary 3,50000 

Constructing  or  preparing  120  rooms  at  $100. 00, 12,00000 


$128,500  00 


B.  Estimated  expense  of  maintenance  of  manual  training  in  all  the 
schools  in  the  next  succeeding  years  : 

Workshop,  10  per  cent  of  outfit, $1,800  00 

Kitchen  outfit,  10  per  cent,  of  outfit, 1,20000 

Workshop  supplies, 3,000  00 

Sewing  supplies, 3,000  00 

Construction  supplies, 6,000  00 

Teachers' salaries, 65,000  00 

Assistant  superintendent's  salary, 3,50000 


$89,500  00 


C.  Estimated  expense  of  introducing  manual  training,  except  work- 
shop and  cooking,  as  recommended,  into  all  the  schools,  and  of  those 
two  subjects  into  one- third  of  the  grammar  schools  and  the  mainte- 
nance for  the  first  year : 

Workshop  outfit,  $300.00  per  department,  20  departments, $6,00000 

Kitchen  cutfit,  $200.00  per  department,  20  departments, 4,00000 

Workshop  supplies,  $50.00  per  department,  20  departments, 1,(00  00 

Kitchen  supplies,  $100.00  per  department,  20  departments,     2,00000 

Sewing  supplies,  $50. 00  per  department,  60  departments, 3,00000 

Construction  supplies,  $25.00  per  department,  240  departments, 6,00000 

Teachers' salaries, 25,000  00 

Assistant  superintendent's  salary, .  3,50000 

Constructing  or  preparing  40  rooms  at  $100.00, 4,00000 


$54,500  00 


I).  Estimated  expense,  in  the  next  succeeding  years,  of  maintaining 
manual  training,  except  workshop  and  cooking,  in  all  the  schools, 


INDUSTRIAL  EDUCATION  COMMISSION.  241 

together  with  workshop  and  cooking  in  one -third  of  the  grammar 
schools : 

Workshop,  10  per  cent,  of  outfit, $600  00 

Kitchen,  10  per  cent,  of  outfit, 400  00 

Workshop  supplies, 1,000  00 

Kitchen  supplies, 2,000  00 

Sewing  supplies, 3,000  00 

Construction  supplies, ; 6,000  00 

Teachers'  salaries, 25,000  00 

Assistant  superintendent's  salary, 3,500  00 


$41,500  00 

A  report  of  the  board  of  education,  under  date  of  September  19, 
1888,  states  that  this  course  of  study,  prepared  by  the  committee,  has 
gone  into  operation  in  twenty  departments,  having  on  register  9,847 
pupils.  The  report  continues  as  follows : 

"The  special  teachers  employed  and  their  annual  salaries,  are  as 
follows : 

Workshop,  four  at  $800,      $3,200  00 

Cooking,  one  at  $1,200, 1,20000 

Cooking,  one  at  $600, 600  00 

Sewing,  two  at  $800, 1,60000 

Sewing,  two  at  $600, 1,200  00 


$7,800  00 

The  equipment  of  the  four  workshops  now  in  operation  has  cost : 
$502.38;  498.75;  830.75;  855.00.  That  of  the  five  kitchens :  $521.53; 
$631.03;  746.82;  777.71;  715,00. 

These  figures  are  far  in  excess  of  the  estimates  in  the  committee's 
report  of  June  29,  1887,  and  must  be  substituted  for  them  in  consid- 
ering the  extension  of  this  scheme  of  instruction,  though  if  the  de- 
mand for  such  outfits  should  become  continuous,  it  is  likely  that  com- 
petition would  reduce  the  cost  considerably.  The  estimate  for  con- 
structing or  preparing  rooms  was  unnecessary,  rooms  having  been 
found  ready  to  hand,  or  provided  in  connection  with  alterations  in 
progress  through  the  committee  on  buildings  or  the  trustees. 

Manual  training  supplies  are,  as  far  as  practicable,  furnished 
through  the  depository  on  pass-book  orders  of  the  trustees,  in  the 
same  manner  as  those  in  charge  of  the  committee  on  supplies.  Arti- 
cles that  cannot  be  kept  in  stock  are  procured  on  trustees'  "  applica- 
tions," except  those  for  immediate  consumption  in  the  kitchens, 
which  are  bought  by  the  teacher  in  charge,  who  is  reimbursed  monthly. 

The  expenditure  to  date  for  supplies  is  as  follows : 

Depository  supplies, $2,893  64 

Workshop  supplies, 112  71 

Kitchen  supplies,      68  73 

16  ED.  COM. 


242  REPORT  OF  THE 

The  total  expenditures  to  date  have  been : 

For  salaries, $1,491  39 

For  equipment, 6,078  97 

For  supplies, 3,075  08 

For  printing, 300  80 


$10,946  24 

By  the  end  of  the  year  the  sum  appropriated  for  this  purpose 
($15,000)  will  apparently  be  exhausted. 

Your  committee,  in  considering  the  details  of  the  new  course  and 
manual,  came  to  realize  more  strongly  than  before,  the  benefits  and 
advantages  to  the  pupils  promised  by  the  incorporation  into  the  cur- 
riculum not  only  of  the  special  handicraft  exercises,  but  of  provisions 
for  the  employment  of  the  hand  and  eye,  wherever  possible,  in  the 
studies  already  prescribed,  and  we  remain  now  of  the  opinion  that 
manual  training,  in  the  broad  educational  sense  which  the  committee 
have  endeavored  to  embody  in  the  course,  should  be  continued  where 
it  now  exists,  and  should  be  extended  as  rapidly  as  circumstances  will 
permit,  with  a  view  to  its  final  adoption  for  all  the  schools. 

An  experiment  hardly  begun  cannot  be  expected  to  furnish  corrob- 
oration  of  this  opinion.  Yet  some  advantages  are  already  apparent,  such 
as  increased  interest  in  school  work,  better,  because  voluntary,  order 
and  the  development  of  mental  activity  in  certain  cases,  which  are 
worthy  of  notice.  The  employment  of  the  smallest  possible  number 
of  individuals  as  teachers,  most  of  them  serving  in  several  schools 
and  in  different  wards,  tends  to  uniformity  in  methods,  facilitates 
supervision  and  has  made  it  possible  to  adjust  fairly  the  salaries  paid. 
Your  committee  has  had  great  difficulty  in  finding  teachers  possessing 
both  the  technical  knowledge  and  the  general  education  requisite  to 
carry  out  the  special  subject  in  the  spirit  desired.  This  circumstance 
alone  would  prevent  a  rapid  increase  in  the  number  of  schools  adopt- 
ing the  course.  The  want  of  room,  too,  in  most  of  the  schools,  oper. 
ates  in  the  same  direction.  New  schools,  as  erected,  and  old  ones  when 
remodeled,  will  for  some  time  furnish  almost  the  only  available  room. 
Your  committee  has  reason  to  believe  that  further  applications  will 
be  made  for  the  manual  training  course  when  in  these  or  other  ways 
the  necessary  accommodations  can  be  found,  and  there  should  there- 
fore be  made  provisions  for  a  moderate  increase  in  the  number  of 
manual  training  schools. 

To  maintain  the  manual  training  course  during  the  year  1889  in  the 
schools  where  it  is  now  in  operation  there  will  be  required,  approxi- 
mately, $10,000,  and  it  is  recommended  that  this  amount  be  increased 
in  the  annual  estimate  to  $25,000  so  as  to  provide  for  an  increase  in 
the  number  of  such  schools. 

The  following  extract  from  a  communication  to  the  board  of  educa- 


INDUSTRIAL  EDUCATION  COMMISSION.  243 

ticn,  from  the  principal  of  one  of  the  grammar  schools,  is  given  in  full 
as  a  typical  experience  : 

"The  first  term  of  the  course  of  instruction  in  this  department, 
under  the  provisions  of  the  new  '  Teachers'  Manual,'  closed  on  June 
30,  having  been  begun  on  February  1.  My  teachers  and  myself  have, 
therefore,  had  five  months'  experience  in  the  practical  application  of 
what  is  commonly  called  'Manual  Training.' 

u  I  am  very  much  pleased  to  be  able  to  state  that  while  I  felt,  before 
entering  upon  the  'experiment'  perfectly  sanguine  of  success,  the 
favorable  results  obtained  have  far  exceeded  my  expectations. 

"The  subject  of  Mechanical  Drawing,  including  geometrical  prob- 
lems, required  to  be  taught  in  all  the  grades  was  begun  under,  I  at 
first  believed,  serious  disadvantage.  The  lesson  that  we  learned  from 
the  work  of  the  children  is  well  worth,  I  believe,  describing  with 
some  detail. 

u  It  was  necessary  to  thorough  and  effective  work,  on  beginning  this 
subject,  an  absolutely  new  work  in  all  the  grades,  that  every  class 
should  start  on  the  subject  matter  assigned  for  the  lowest  or  eighth 
grammar  grade,  and  pass  to  the  next  higher  along  the  line  of  the  worK 
of  the  several  grades  as  laid  down  in  the  manual,  only  after  preceding 
grade  work  had  been  intelligently  completed.  Further,  to  quote  from 
the  manual,  'The  applications  of  geometrical  problems  and  the 
graphic  solutions  of  the  theorems  require  very  accurate  representation, 
hence  the  drawing  is  to  be  done  by  mechanical  means.' 

u  For  more  than  three  months  the  only  drawing  instruments  obtain- 
able were  the  ordinary  foot-ruler  and  lead-pencil.  Foreseeing  this 
unavoidable  delay  in  obtaining  the  necessary  supply  of  proper  instru- 
ments, I  determined  to  supply  the  place  of  compasses  by  using  strings 
and  pins.  This  was  done  by  myself  and  teachers,  however,  with  a 
great  deal  of  trepidation  as  to  the  kind  of  work  we  would  obtain. 
We  certainly  anticipated  that  great  effort  would  be  needed  to  obtain 
from  the  most  attentive  pupils  even  passable  results,  and  that  all  we 
could  hope  for  would  be  the  intelligent  understanding  by  the  pupils 
of  the  ideas  to  be  conveyed,  leaving  accuracy  of  drawing  out  of  the 
question. 

"From  day  to  day  we  were  amazed  at  the  ardor  of  all  the  pupils, 
and  at  the  beauty  and  accuracy  of  the  geometrical  drawings,  accom- 
plished by  even  the  youngest  boys  with  pins  for  centers  of  circles  and 
with  strings  for  radii.  You,  sir,  saw  some  of  the  work  and  can  vouch 
for  a  portion  of  this  statement. 

"  If  I  had  needed  argument  or  experience  to  make  me  an  advocate 
of  what  is  called  manual  training  the  results  obtained  in  this  way  from 
the  very  youngest  pupils,  the  keen  delight  taken  by  them  in  the  doing 
of  their  work,  their  excessive,  painstaking  care  shown  and  demanded 
under  such  disadvantage — which  care  and  engrossed  attention  could 
have  sprung  only  from  their  feeling  of  delight  in  their  work — the 


244  REPORT  OF  THE 

absolute  freedom  on  the  part  of  the  teacher  during  these  exercises 
from  the  necessity  of  '  keeping  order,'  all  these  would  have  opened 
my  eyes  to  the  value  of  this  change  of  methods  in  teaching;  for  that 
is  really  what  this  'innovation'  really  is.  It  is  not,  as  some  misun- 
derstand, so  much  an  introduction  of  new  subjects  to  displace  subjects 
previously  taught  as  a  change  of  method  in  all  subjects  wherein  the 
child  can  be  permitted  to  use  his  activity  of  hand  and  eye  in  the 
doing  of  work  conveying  educational  ideas  to  his  brain. 

"  If  teachers  who  have  not  examined  the  subject  closely  could  realize 
how  valuable  to  us  has  been  this  change  from  a  disciplinary  standpoint 
alone ;  if  they  could  see,  as  we  do,  that  a  large  percentage  of  the  ex- 
penditure of  energy  by  the  teacher  now  required  in  '  keeping  order ' 
could  be  saved,  and  that  their  classes  would  become  as  eager  to  receive 
instruction  and  do  the  work  required  as  the  teacher  is  to  impart  it,  the  de- 
mand for  the  k  new  methods '  would  come  from  every  section  of  the  city- 

"As  one  result  of  my  five  months'  experience,  and  a  result  worthy, 
I  believe,  of  being  emphasized,  I  find,  after  a  consultation  with  my 
teachers,  that  I  can  abolish  the  practice  of  '  keeping  in '  after  three 
o'clock  for  disciplinary  purposes. 

u  Much  of  the  supposed  necessity  for  punishment  of  this  kind  arises 
from  the  use  of  methods  which  do  not  interest  the  child  and  against 
which  the  child's  nature  rebels.  Why  not  then  help  ourselves  by  the 
use  of  methods  to  which  the  child  takes  naturally  and  readily,  and 
thus  avoid  almost  endless  friction  and  loss  of  energy  on  the  part  of 
both  teacher  and  pupil  ? 

"The  work  I  speak  of  above  and  the  spirit  evinced  by  the  pupils  were 
not  confined  to  selected  cases ;  they  were  general ;  in  fact,  boys  with 
the  previous  reputation  of  being  'troublesome.'  'uneasy,'  'rest- 
less '  and  '  inattentive '  showed  in  most  instances  the  very  best  results. 

"  In  the  '  workshop,'  the  logical  continuation  of  the  mechanical 
drawing- work,  covering  the  higher  five  of  the  eight  grammar  grades, 
there  has  not  occurred  a  single  instance  of  misbehavior  needing  even 
rebuke. 

u  Further,  working  on  the  mechanical  drawing  with  strings  and  pins 
for  drawing  instruments,  as  I  have  described,  not  only  has  the  work 
in  all  other  directions  been  fully  and  satisfactorily  done,  ~bui  each  class 
has  accomplished,  in  this  subject,  the  full  work  of  all  the  preceding 
grammar  grades  ;  so  that  now,  on  beginning  the  new  term,  each  class 
will  properly  enter  upon  the  work  allotted  to  its  particular  grade. 
That  is  to  say,  for  instance,  the  fourth  grade  class  will  take  up  the 
work  in  mechanical  drawing  belonging  to  the  fourth  grade  of  that 
subject,  having  thoroughly  covered  the  preceding  grades  during  the 
last  term ;  and  so,  in  like  manner,  all  the  other  classes  in  the  de- 
partment. And  this,  not  because  the  pupils  were  at  all  '  rushed  '  or 
*  driven '  by  their  teachers,  but  because  the  boys  did  the  work  with 
perfect  ease  and  could  not  he  held  hack. 


INDUSTRIAL  EDUCATION  COMMISSION.  245 

i(  And  here  is  as  good  a  place  as  any  to  say  something  of  the  teachers. 

"  When  the  first  proof  sheets  of  the  new  manual  reached  us,  some 
time  before  its  publication  in  book  form,  I  cut  them  in  slips  so  as  to 
divide  the  grades  and  subjects ;  and  I  distributed  the  slips  among 
the  teachers  to  be  copied,  as  far  as  possible  simultaneously,  and  thus 
avoid  any  loss  of  time.  This  had  to  be  done'  so  as  to  accommodate 
the  teachers  of  the  male  and  female  departments,  as  we  had  but  one 
proof-copy  for  both.  This  done,  we  met  for  consultation  after  school  - 
hours,  as,  indeed,  became  our  almost  weekly  practice  during  the 
term.  At  our  first  meeting  the  following  remark  was  made  in  refer- 
ence to  the  '  mechanical  drawing/ 

" '  Why,  this  demands  from  the  eighth  grade  alone  work  in  geometry 
upon  which  girls  have  failed  in  normal  college  examinations !  We'll 
never  do  it!'  Of  course,  the  reference  was  to  such  problems  as: 
c  Construct  a  triangle  similar  to  a  given  triangle;'  'divide  a  straight 
line  into  any  given  number  of  equal  parts ;'  '  construct  a  parallelo- 
gram when  an  angle  and  the  adjacent  sides  are  given,'  etc.,  etc. — all 
found  in  the  lowest  grade. 

"  After  the  method  of  presentation  of  this  work  had  been  made  clear, 
and  the  evident  ease  and  delight  of  all  the  pupils  in  doing  the  work 
became  manifest,  of  course  this  preliminary  '  scare '  subsided. 

"The  work  in  'free-hand  drawing,'  especially  in  the  lower  grade, 
has  shown  fully  as  surprising  results.  The  readiness  with  which, 
after  a  Jew  weeks,  the  boys  of  the  eighth,  seventh  and  sixth  grades 
rapidly  sketched  objects  set  before  them,  each  boy  representing  the 
object  correctly  as  seen  from  his  own  position,  was  almost  a  revela- 
tion. The  '  kitchen '  of  the  female  department  has  furnished  us 
with  a  great  variety  of  familiar  objects  which  we  have  freely  used. 
The  fact  that  in  the  younger  boys  of  these  grades  we  have  found  a 
much  greater  facility  than  in  the  older  boys  of  higher  grades,  would 
seem  to  indicate  great  mistakes  in  our  previous  methods  of  teaching 
this  subject. 

u  In  the  'workshop,'  too,  this  same  feature  was  very  striking;  the 
work  done  by  the  younger  boys  was,  as  a  rule,  the  better.  When,  in 
time,  we  shall  receive  from  the  primary  departments  promotions 
whose  training  shall  have  been  founded  upon  the  study  of  fc  form  * 
and  '  drawing '  under  the  same  system  of  modeling  in  clay  and  draw- 
ing directly  from  the  object,  what  additional  agreeable  surprises  will 
manifest  themselves  none  of  us  can  as  yet,  anticipate. 

"  Contrary  to  general  expectation,  I  have  found  very  few  instances 
of  accident  occurring  from  the  handling  of  sharp  tools  in  the  '  work- 
shop;' and  these  few  were  trival  and  noticeably  confined  to  the  older 
boys." 

Reports  from  four  other  schools  bore  substantially  the  same  testi- 
mony. u  Similar  communications  were  not  obtained  from  the  princi- 
pals of  primary  departments,  for  want  of  time." 


24:6  REPORT  OF  THE 


XVII.  OHIO. 

1.  The  Technical  School  of  Cincinnati. 

i 

At  a  meeting  held  by  the  Order  of  Cinciimatus,  July  8,1886,  a  com- 
mittee was  appointed  to  investigate  the  subject  and  the  feasibility  of 
organizing  a  technical  school. 

The  committee  making  a  favorable  report,  an  association  was  formed 
and  incorporated  under  the  laws  of  the  State  of  Ohio,  July  27,  1886, 
under  the  name  of  "  The  Technical  School  of  Cincinnati." 

The  association  completed  its  organization  October  25,  1886,  by 
electing  a  board  of  fifteen  directors,  and  the  school  was  formally 
opened  for  the  admission  of  pupils  November  1, 1886,  in  the  art  rooms 
of  Music  Hall. 

The  Commercial  Club  of  Cincinnati  took  formal  action,  as  a  body, 
on  the  subject  of  the  technical  school  in  November,  1887 — although  a 
number  of  its  members  had  been  interested  in  the  movement  since 
its  beginning — and  have  since  borne  nearly  half  the  expense  of  the 
school. 

As  stated  in  the  articles  of  incorporation,  the  object  of  this  school 
shall  be  to  furnish  pupils  instruction  and  practice  in  the  use  of  tools, 
mechanical  and  free-hand  drawing,  mathematics,  English  language 
and  the  natural  and  physical  sciences;  to  develop  skill  in  handicraft 
and  to  impart  such  a  knowledge  of  essential  mechanical  principles  as 
will  facilitate  their  progress  in  the  accquirement  of  manual  trades. 

"  The  mistake  of  thinking  the  technical  school  a  refuge  for  refrac 
tory  or  indolent  pupils  should  not  be  made.     If  a  boy  cannot  be  made 
to  study,  and  must  be  coerced  if  he  ever  learns  anything  at  all,  he  is 
out  of  place  in  the  technical  school. 

"  The  course  in  this  school  requires  of  its  students  as  much  applica- 
tion and  continuous  honest  effort  as  does  the  course  in  any  academic 
institution  of  equal  rank.  The  advantage  claimed  for  its  hand  train- 
ing is  that  it  requires  thinking.  The  work  is  never  so  long  continued 
that  it  becomes  mechanical  or  automatic,  but  is  changed  so  frequently 
and  is  varied  in  its  nature  so  that  it  requires  as  much  mental  effort — 
although  of  a  different  kind — as  is  required  in  the  study  of  math- 
ematics or  of  languages. 

"To  guide  the  hand  in  its  ever- varying  tasks  requires  the  continu- 
ous directive  effort  of  the  mind  and  results  in  after  reflection  on  the 
degree  of  success  or  failure  in  the  work  attempted,  of  disappointment 
and  of  plans  for  overcoming  the  opposing  obstacles,  and  the  tangible 
results  are  to  show  when  success  at  last  crowns  the  efforts  of  the 


INDUSTRIAL  EDUCATION  COMMISSION.  247 

genuine  student.  The  result  of  the  thinking,  the  planning,  the  final 
overcoming  of  the  difficulties  and  the  production  of  the  finished  pro- 
ject is  education  in  its  truest  sense,  the  awakening  of  dormant  facul- 
ties, the  development  of  the  latent  capabilities. 

"But  some  object  to  schools  founded  on  this  system,  because  hand 
training  is  the  plan  followed  in  educating  the  defective  classes.  That 
there  are  those  who  cannot  comprehend  reasoning  in  the  abstract 
without  first  having  been  taught  by  means  of  tangible  objects  should 
be  no  reason  for  objections  to  our  methods.  If  such  wonderful  results 
are  accomplished  by  such  means  with  those  who  are  lacking  in  men- 
tal capacity,  why  not  expect  grander  and  fuller  results  from  those 
in  the  complete  possession  of  all  their  mental  attributes  ?  If  such 
great  things  are  attained  in  the  education  of  the  blind,  deaf  mutes 
and  those  who  are  deficient  in  their  mental  powers,  through  the 
agency  of  that  wonderful  piece  of  mechanism  which  distinguishes  the 
highest  of  created  beings  from  all  others — the  human  hand — why  not 
look  for  the  fullest  exemplification  of  the  value  of  this  training  with 
those  in  the  full  possession  of  all  their  powers,  both  mental  and  phy- 
sical, in  schools  of  hand  culture." 

ADMISSION. 

Candidates  for  admission  to  the  first  year  class  must  be  fourteen 
years  of  age,  and  should  in  general  be  prepared  for  entrance  to  the 
high  school. 

Pupils  are  admitted  without  examination  on  certificates  from  princi- 
pals of  intermediate  or  grammar  schools,  showing  them  to  be  of  good 
moral  character  and  to  have  the  necessary  qualifications. 

Candidates  for  admission  to  the  first  year  class  must  pass  a  satis- 
factory examination  in  reading,  spelling,  writing,  common  school 
geography,  English  composition,  with  correct  use  of  capitals  and 
punctuation,  arithmetic,  including  fundamental  rules,  common  and 
decimal  fractions,  denominate  numbers,  percentage,  interest  and  gen- 
eral problems. 

Candidates  for  admission  to  the  advanced  classes  may  present 
themselves  at  the  same  time,  and  are  examined  in  the  work  (book 
studies)  accomplished  by  the  class  to  which  admission  is  desired. 

Those  who  have  completed  the  mental  work  of  the  various  classes 
may  be  admitted  as  special  students  in  the  drawing  and  shop  work, 
being  excused  from  other  recitations  at  the  discretion  of  the  superin- 
tendent. "  In  general,  the  most  satisfactory  results  are  attained  only 
by  the  close  association  of  the  mental  and  manual  work." 

The  school  year  is  divided  into  two  terms  of  twenty  weeks  each. 
The  tuition  is  as  follows : 

First-year  class,  per  year $75  00 

Second-year  class,  per  year, 100  00 


248  KKPORT  OF  THE 

Third-year  class,  per  year, $125  00 

Fourth-year  class,  per  year, 150  00 

Pupils  must  furnish  their  own  books,  drawing  instruments  and  ma- 
terials, scales,  rules,  calipers,  etc.,  and  their  own  aprons  and  overalls. 

The  school  furnishes  all  shop  tools  and  materials. 

Drawing  instruments  and  materials  cost  from  $10  to  $15  for  the  first 
year  and  from  $5  to  $6  thereafter.  The  cost  of  books  is  about  $5  or 
$6  per  year. 

Every  pupil  is  required  to  make  a  deposit  of  $5  to  cover  possible 
damage  to  the  property  of  the  school,  which  must  be  increased  when- 
ever the  assessments  exceed  the  original  deposit.  This  is  returned 
less  assessments,  if  any,  when  the  pupil  severs  his  connection  with 
the  school. 

The  course  of  instruction  and  practice  is  as  follows : 

FIRST  YEAR. 

Mathematics.— Review  Arithmetic  (business  forms  and  usages),  Algebra. 
Science  —Physical  Geography,  Introductory  Science,  Botany  of  Plants. 
Language.— English  Composition  or  Language  Lessons,  United  States  History. 
Drawing.—  Lettering,  Outline  and  Shading  in  Charcoal  from  Objects,  Free-hand 
and  Mechanical,  Designs  for  Wood  Carving. 
Shop  Work.— Carpentry  and  Joining,  Finishing,  Wood  Carving. 

SECOND  YEAR. 

Mathematics.—  Algebra,  Plane  Geometry. 

Science.— Botany  of  Woods,  Book-keeping,  Physics. 

Language.—  Rhetoric,  English  History. 

Drawing. — Isometric  Projection,  Mechanical  Perspective,  Projection  of  Shadows, 
Ornamental  Lettering,  Pattern  Draughting,  Free-hand  Work,  Pen  Sketching. 

Shop  Work.—  Wood  Turning,  Carving  on  Turned  Surfaces,  Patternmaking,  Sheet 
Metal  Work. 

THIRD  YEAR. 

Mathematics. — Geometry,  Plane  and  Solid,  Trigonometry. 

Science. — Chemistry  and  its  Applications  in  the  Arts. 

Language. — English  Literature  and  Composition,  Civil  Government  (German  or 
French). 

Drawing. — Orthographic  Projection,  Brush  Shading  in  India  Ink,  Model  Drawing, 
Architectural  Drawing,  Decorative  Design. 

Shop  Wor k.—  Molding  and  Casting,  Forging,  Welding,  Toolmaking,  Brazing,  etc. 

FOURTH  YEAR. 

Mathematics.—  Mechanics,  Trigonometry  and  Surveying. 

Science.— Physiology,  Geology,  Theory  and  Science  of  Steam  Engineering. 

Language. — English  Literature  and  Composition,  Elements  of  Political  Economy 
(German  or  French). 

Drawing.—  Water  Color,  Landscape  Architecture,  Topographical  Drawing,  Archi- 
tectural Design,  Machine  Construction. 

Shop  Work.—  Machine  Shop  Practice,  Chipping,  Filing,  Lathe  Work,  Screw  Cut- 
ting, Drilling,  Planing,  etc. 

The  work  of  the  school  day  commences  at  9  A.  M.  arid  closes  at  3.30  p.  M.,  with 
thirty  minutes  from  1  o'clock  for  lunch. 

To  avoid  monotony  the  classes  change  work  and  recitation  rooms,  when  possible, 
every  hour.  Under  no  circumstances  is  work  of  any  kind  allowed  for  more  than 
two  hours  continuously. 


INDUSTRIAL  EDUCATION  COMMISSION.  249 

"  In  all  cases  the  aims  of  the  teachers  are  to  direct  the  efforts  of  the 
pupil,  to  cause  them  to  investigate  for  themselves,  to  become  students. 
Whenever  practicable  the  pupils  are  required  to  do  experimental 
work,  and  to  write  out  the  results  of  their  observations. 

"  Particular  stress  is  laid  on  the  study  of  the  English  language  and 
literature.  In  this  connection,  in  addition  to  the  outlined  work,  peri- 
odical visits  are  made  to  various  manufacturing  establishments  and 
and  other  places  of  interest.  Generally  those  places  are  selected  in 
which  the  work  is  similar  to,  or  closely  connected  with  the  topics  of 
study  at  that  time.  The  pupils  are  required  to  make  observations 
and  to  take  notes,  which  they  must  embody  in  an  essay  or  descriptive 
account  of  their  visit. 

"  Writing  and  spelling  also  come  under  this  head.  All  papers  must 
be  neatly  written  and  are  marked  on  construction,  punctuation,  capi- 
talization and  spelling.  Special  lessons  in  spelling  are  given  three 
times  each  week ;  in  denning,  in  spelling  and  in  constructing  sen- 
tences, in  which  the  selected  words  shall  be  properly  placed. 

"  Pupils  who  desire  to  enter  the  scientific  courses  of  colleges,  uni- 
versities of  polytechnic  schools  after  completing  the  course  in  this 
school,  are  allowed  to  take,  with  the  approval  of  the  superintendent, 
German  or  French  in  place  of  English  literature  and  composition,  in 
the  third  and  fourth  years  of  this  course. 

u  Graduates  of  this  school  are  admitted  without  examination  and 
free  of  conditions,  on  the  certificate  of  the  superintendent,  to  the 
scientific  courses  of  the  following  institutions  : 

"  Columbia  University,  Washington,  D.  C. 

"  Purdue  University,  Lafayette,  Ind. 

"  St.  John's  College,  Annapolis,  Md. 

"  Swarthmore  College,  Swarthmore,  Pa. 

"  Rose  Polytechnic  Institute,  Terre  Haute,  Ind. 

u  Case  School  of  Applied  Science,  Cleveland,  O. 

"  Certificates  are  granted  only  to  those  whose  work  has  been  thor- 
oughly satisfactory  in  every  particular  throughout  the  entire  course." 

The  following  is  the  plan  of  the  course  in  drawing,  1888-9,  arranged 
topically : 

FIRST  YEAR. 

(1)  Free-hand  work  on  blackboard,  working  drawings  for  shop;  (2)  lettering, 
mechanical  and  free-hand ;  (3)  outline  and  shading  from  objects  in  charcoal;  (4) 
free-hand  shading  in  pencil  from  machines,  etc.;  (5)  mechanical  drawing,  use  of 
mathematical  instruments,  pen-lining,  etc.;  (6)  free-hand  sketches  of  machines  or 
tools,  with  dimensions  accurately  marked,  from  which  mechanical  drawings  may 
be  made,  mechanical  drawings  of  same  with  details  and  sections;  (7)  free-hand 
decorative  drawing  and  designs  for  wood-carving. 

SECOND  YEAR. 

(1)  Isometric  projection  ;  (2)  mechanical  perspective  from  models,  problems  in 
plain  and  oblique  perspective ;  (3)  free-hand  perspective,  blackboard  and  paper ; 
(4)  projection,  formation  of  objects,  tinted ;  (5)  projection  of  shades  and  shadows 


250  REPORT  OF  THE 

with  ruling-pen;    (6)  ornamental  lettering;  (7)  geometric  construction:  (8)   patr 
tern  draughting  ;  (9)  sketches,  with  pencil  and  with  pen  and  ink. 

THIRD  YEAR. 

(1)  Orthographic  projection  ;  (2)  brush  shading  in  India  ink  ;  (3)  drawing  from 
casts  and  models  in  light  and  shade  ;  (4)  ge'ometrical  ornamentation  and  principles 
of  decorative  design  ;  (5)  architectural  drawing,  including  plans,  elevations,  sec- 
tions, details,  perspective  and  working  plans  ;  (6)  household  decorative  designs,  as 
applied  to  wall  papers,  carpets,  etc. 

FOURTH  YEAR. 

Architectural  Course. 

(1)  Topographical  drawing;  (2)  study  in  water  colors;  (3)  landscape  architec- 
ture, arrangement  of  lawns,  drives,  parks,  etc.  ;  (4)  interior  decoration,  staircase 
halls,  libraries,  etc. ;  (5)  original  design  of  a  house  with  plans,  elevations,  sections, 
details,  etc. 

Mechanical  Course. 

(1)  Topographical  drawing;  (2)  engineering,  draughting,  grades,  fills,  sewers, 
etc.;  (3)  square  and  V-threaded  bolts,  etc.,  shaded  in  India  ink  ;  (4)  machine  con- 
struction, bevel  gears,  spurs,  mitres,  eccentrics,  etc.;  (5)  final  project  drawing  of 
machine,  shaded  in  India  ink,  with  details  and  working  drawings. 

This  course  of  drawing  is  based  on  the  theory  that  a  knowledge  of 
the  art  of  drawing  is  fundamental  to  accurate  mental  conceptions. 
Its  object  is  to  train  the  powers  of  observation  before  proficiency  with 
pen  or  pencil  is  expected.  To  teach  the  eye  to  see  all  there  is  of  an 
object,  and  seeing,  to  delineate  it.  As  the  imaginative  mind  is  able 
to  comprehend  ideas  sooner  than  the  unimaginative  by  the  greater 
facility  with  which  it  forms  mental  representation  to  them,  so  the 
student  trained  in  the  use  of  drawing  pencil  outranks  the  one  who  is 
untrained,  not  only  in  the  drawing  and  mechanical  work,  but  in  the 
sciences,  mathematics  and  language. 

The  work  of  the  drawing  course  cannot  be  accomplished  entirely  in 
the  school  time.  In  some  cases  the  theories  and  principles  are  given 
and  the  pupil  does  the  work  at  home,  it  is  then  brought  in  for  inspec- 
tion. The  greater  part  of  the  work,  however,  is  done  at  school  under 
the  immediate  supervision  of  the  instructor. 

SHOP  EQUIPMENT. 

Two  shops  are  equipped  at  present,  the  carpentry  department  and  wood-turning 
department.  Both  departments  are  at  present  in  the  same  room  which  is  60x90  feet. 

There  are  twelve  double  wood-workers'  benches  in  each  equipment,  which  are 
furnished  with  iron  coachmakers'  vises  of  the  latest  improved  pattern.  Each  bench 
has  two  complete  sets  of  tools  consisting  ot  rip,  hand  and  back  saws,  hammer,  mal- 
let, oilstone,  oil  can,  try,  bevel  and  carpenter's  squares,  dividers,  scratch  awl,  screw- 
driver, jack,  smoothing  and  jointer  planes.  Besides  these  there  are  kept  in  the  tool 
room  a  number  of  special  and  general  tools,  to  which  all  of  the  pupils  have  access  as 
occasion  may  require.  Each  pupil  has  an  individual  set  of  chisels,  gouges  and  carv- 
ing tools,  which  are  kept  in  locked  drawers.  For  the  condition  and  safety  of  these 
tools  the  pupil  is  held  responsible. 

In  the  turning  department  there  are  seventeen  speed  lathes  and  one  engine  lathe, 
a  circular  saw  for  getting  out  stock,  emery  grinder  and  grindstone.  As  in  the  car' 
pentry  department  each  pupil  has  an  individual  set  of  turning  chisels  and  gouges. 

The  machinery  is  driven  by  a  seven-horse  power  engine. 


INDUSTRIAL  EDUCATION  COMMISSION.  251 

SHOP  INSTRUCTION. 

"  In  shop  practice  the  work  done  is  intended  to  be  disciplinary  and  to 
promote  habits  of  self-reliance.  The  faculty  of  making  plans  and  the 
ability  to  execute  them  are  the  objective  points  rather  than  manual 
dexterity  or  unusual  skill  in  any  particular  line  of  work. 

"  In  beginning  the  instruction  in  any  department  the  simplest  tools 
or  appliances  are  usually  taken  first.  In  the  carpentry  department 
the  saw  is  the  first  tool  used.  The  instructor  gives  a  lecture  or  explan- 
atory talk  on  the  theory  of  the  tool  and  the  uses  to  which  it  may  be 
put,  illustrating  the  same  by  doing  practical  work,  asking  and  answer- 
ing questions  until  the  subject  is  clear  to  every  member  of  the  class  ; 
each  one  then  proceeds  to  do  the  work  for  himself,  the  instructor  giv- 
ing assistance  and  individual  aid  to  such  as  may  need  it.  As  soon  as 
the  pupils  are  fairly  proficient  in  the  use  of  one  tool  another  is  given 
out,  until  they  can  saw  fairly  straight  with  or  without  a  guiding  line, 
plane  a  true  surface,  use  the  marking  gauge,  plane  accurately  to  a 
gauge  mark, '  square  a  piece,'  etc. 

"  They  are  now  ready  to  lay  out  work  from  drawings  and  from  their 
instruction  in  the  drawing  room  are  able  to  make  drawings  of  simple 
rectangular  objects  in  plain  projection.  Each  pupil  is  required  to  use 
a  blank  book  in  which  the  working  drawings  for  the  shop  are  made 
by  himself  to  a  specified  scale.  These  drawings  are  made  from  the 
object  to  scale  or  from  a  blackboard  sketch  on  which  the  correct 
dimensions  are  given  in  figures.  The  course  in  shop  practice  and 
drawing  is  arranged  in  progressive  lessons  and  thus  the  pupils  are  soon 
able  to  make  intricate  drawings  in  orthographic  or  isometric  projec- 
tion, freehand)from  which  they  may  make  accurate  models  inthe  shop. 

"  The  shop  instruction  after  the  first  practice  work  consists  of  exam- 
ples of  the  various  kinds  of  joints,  mortises  and  tenons,  splices,  scarfs, 
frames,  etc.  Pupils  are  given  no  practical  work  to  do  before  they 
know  how  to  handle  the  tools.  It  is  always  discouraging  to  the  novice 
to  attempt  work  beyond  his  ability  and  to  fail  in  it. 

"  In  this  work  besides  the  physical  powers  the  powers  of  concentrated 
attention  and  thought  are  brought  out  and  developed.  One  great 
value  of  such  training  is  in  the  aid  it  gives  in  determining  the  life 
work  of  those  who  come  within  its  influences.  It  aims  to  aid  the 
pupil  in  finding  the  work  for  which  he  is  best  fitted  at  the  least  possi- 
ble expenditure  of  time  and  money,  to  develop  the  tastes  when  dis- 
covered, that  he  may  know  in  making  a  choice  that  it  is  a  wise  one. 

"  The  school  instruction  is  widely  different  from  that  in  vogue  in  shops 
and  factories  in  the  training  of  apprentices,  in  that  the  object  sought 
is  the  mastery  of  tools  and  the  training  of  the  judgment,  rather  than 
immediate  apparent  results.  The  average  foreman  or  employer  seeks 
to  make  the  labor  of  the  apprentice  remunerative  as  soon  as  possible. 
Generally  when  he  can  do  a  thing  well  he  is  kept  at  that  particular 
thing,  that  his  work  may  become  more  valuable  as  his  skill  increases. 


252  REPORT  OF  THE 

His  knowledge  of  other  lines  of  the  trade  is  usually  '  picked  up  '  by 
chance  or  he  obtains  it  by  being  placed  in  unusually  fortunate  circum- 
stances. The  qualifications  of  such  a  one  when  he  becomes  a  trades- 
man are  usually  limited  to  proficiency  in  a  few  things  instead  of  a 
wide  and  available  knowledge  of  many. 

u  It  must  not  be  inferred  that  general  scholarship  is  neglected  in  this 
school.  Indeed,  though  the  hours  devoted  to  purely  mental  work  are 
fewer  than  in  other  schools,  the  general  scholarship  of  a  certain  num- 
ber of  students  taken  at  random  will  be  almost  sure  to  outrank  the 
scholarship  of  an  equal  number  of  high  school  or  academy  pupils,  and 
will  be  certain  to  do  so  in  the  natural  sciences,  drawing  and  mathe- 
matics." 

RESULTS. 

Some  of  the  results  of  the  work  are  shown  by  the  following  extracts  : 

The  practical  work  of  the  school  began  with  a  class  of  three  pupils, 
and  closed  the  year,  June  22, 1887,  with  eighteen. 

The  second  year  opened  September  5,  1887,  with  an  enrolment  of 
forty  pupils,  which  has  since  increased  to  sixty-four. 

"  Pupils  are  not  always  correctly  judged.  The  one  who  in  the 
grammar  school  or  academy  was  thought  to  be  a  sluggard,  a  dunce  or 
an  incorrigible,  when  placed  in  a  technical  school  often  develops  ex 
ceptional  ability  and  outstrips  with  ease,  both  in  mental  and  manual 
work,  those  who  were  thought  to  be  his  superiors,  because  of  the 
awakening  of  the  faculties  which  were  waiting  for  the  magic  touch  of 
congenial  occupation  to  bring  them  into  abundant  life. 

"  The  apparent  dullards  and  idlers  are  not  always  those  who  derive 
the  greatest  benefits  from  manual  training.  The  bright  pupil  who  has 
a  natural  taste  for  mechanical  pursuits  and  who  does  well  anywhere 
because  of  his  tractability  and  teachableness,  at  once  shows  an  interest 
and  enthusiasm  in  the  work  that  is  contagious  among  his  fellows. 
However,  it  is  not  claimed  that  brilliant  results  will  be  obtained  in 
each  and  every  case.  It  is  a  melancholy  fact  that  there  are  some 
children  who  will  not  be  taught  in  any  school,  and  who  oppose  all 
attempts  to  instruct  them,  and  what  knowledge  they  do  acquire  is 
mainly  by  coercion  or  by  the  happy  selection  of  instructors. 

"  It  is  interesting  to  the  inquiring  observer  to  note  the  acquirement 
of  skill,  the  development  of  tastes  for  certain  lines  of  work,  the  dis- 
covery of  natural  abilities  hitherto  unsuspected,  the  finding  out  of  the 
kind  of  work  best  liked,  or  of  what  is  equally  valuable,  of  that  which 
is  not  liked. 

•'  Generally,  it  is  not  long  after  a  number  of  boys  are  started  in  work 
of  this  kind,  before  some  of  them  will  be  asking  for  permission  to  do 
work  for  themselves  or  friends  outside  of  the  regular  class  time.  Then 
they  will  undertake  small  jobs  for  other  persons,  and  presently  some 
will  be  purchasing  tools  to  be  used  in  their  leisure  moments.  It  is  a 
well-established  fact  that  the  general  health  of  students  in  manual 


INDUSTRIAL  EDUCATION  COMMISSION.  253 

training  schools  is  better  than  that  of  the  students  in  other  schools  of 
like  grade  which  have  no  manual  training  or  equivalent  exercise. 

"  In  this  connection  it  is  remarkable  that  because  of  ill  health  some 
of  our  best  pupils  were  never  able  to  do  the  work  of  an  entire  school 
year  before  coming  here,  but  since  their  connection  with  this  school 
have  scarcely  missed  a  day  in  attendance.  This  they  attribute  to  the 
beneficial  effects  of  the  physical  exercise  received  in  the  workshop. 
They  notice  this  more  particularly  because,  not  being  accustomed  to 
manual  labor,  the  shop  work  at  first  seemed  to  weary  them  excessively, 
which  feeling  passed  away  as  soon  as  they  became  accustomed  to  the 
work.  They  now  l»ok  forward  to  the  shop  time  as  being  the  best  part 
of  the  day. 

u  By  their  training  in  the  use  of  tools,  students  are  enabled  to  manu- 
facture simple  apparatus  for  experimenting  in  the  physical  laboratory, 
and  not  only  the  simple,  but  some  of  the  more  complex.  The  inven- 
tive faculties  are  stimulated,  and  in  working  out  one  idea  materials  are 
collected  for  others.  Thus  habits  of  observation  and  reflection  are 
acquired,  without  which  no  one  ever  becomes  a  successful  student,  or 
a  scholar  in  the  full  sense  of  the  term. 

"  The  shop  work  is  but  the  practical  application  of  the  instruction 
received  in  the  drawing  room,  for  no  work  is  allowed  to  be  done  in 
the  shop  without  first  making  an  illustrative  or  a  working  drawing. 
And  a  drawing,  instead  of  being  a  confused  mass  of  lines  to  the  student, 
soon  becomes  a  living  representation,  full  of  meaning. 

"  The  extraordinary  advantages  of  these  schools  to  those  possessing 
mechanical  tastes  or  inventive  talents  need  but  to  be  presented  to  be 
recognized.  The  technical  instruction  is  not  narrowed  to  the  details 
of  a  few  trades,  but  the  use  of  tools  and  practically  the  foundation 
principles  of  all  trades  are  taught.  This  is  also  the  case  in  drawing,  in 
which  it  is  not  intended  that  the  ornamental  and  artistic  shall  be 
wholly  crowded  out  by  the  technical. 

"  The  science  course  in  the  technical  school  is  arranged  to  harmonize 
as  closely  as  possible  with  the  technical  work,  as  well  as  with  the 
course  in  mathematics,  so  that  while  the  how  is  being  taught  in  one 
department,  it  is  closely  followed  by  the  why  in  another.  At  the 
same  time  due  provision  is  made  for  the  study  of  language  and  litera- 
ture. The  inventive  genius  who  starts  out  with  such  an  equipment  is 
surely  a  long  way  on  the  road  to  success. 

"  On  the  other  hand,  the  reasons  why  those  who  do  not  possess 
mechanical  ability,  in  a  marked  degree,  should  take  a  course  in  a 
technical  school,  is,  perhaps,  expressed  in  the  arguments  we  often  hear 
put  forth  by  educators  in  classical  and  mathematical  schools  :  4  If  you 
have  a  dislike  for  languages  or  for  mathematics,  that  is  the  very 
reason  why  you  should  study  them.  It  shows  a  deficiency  in  the 
mental  nature  in  that  particular  direction,  and  should  be  made  up  by 
special  effort  to  overcome  it.'  But  this  may  be  asserted  with  better 


\ 
254  REPORT  OF  THE 

reason  in  regard  to  technical  schools,  for  failure  in  this  line  of  study 
more  .often  results  from  carelessness  and  inattention,  than  from  lack 
of  mental  capacity.  A  case  of  a  pupil  passing  through  a  course  of 
this  kind  without  showing  proficiency  in  some  line  of  technical  work 
is  exceedingly  rare,  indeed. 

"  Apart  from  its  educational  value  the  benefits  which  may  be  derived 
from  the  physical  training  received,  will  amply  repay  one  for  the 
time  spent  in  this  department,  in  this  respect  being  almost  equal 
to  gymnasium  work.  It  is  a  fact  established  beyond  all  cavil, 
that  those  students  in  schools  and  colleges  who  take  a  regular  and 
judicious  amount  of  gymnasium  work,  stand  at  the  head  of  their 
classes  in  scholarship,  in  physical  and  mental  health,  in  endurance 
and  capacity  for  work,  and  are  longer  lived  than  those  who  do  not. 

"  In  speaking  of  technical  education,  quite  a  number  of  business 
men  of  Cincinnati  have  said  to  the  writer :  '  I  wish  I  could  spare  the 
time  to  take  the  entire  course  of  drawing  and  tool  instruction  in  your 
school,  not  that  I  would  expect  to  make  a  direct  use  of  the  knowledge, 
but  for  the  satisfaction  of  knowing  how  to  do  things  for  myself.  When- 
ever I  desired  to  have  any  mechanical  work  done,  I  could  make  a 
drawing  of  what  I  wanted  and  would  know  when  the  work  was  prop- 
erly completed.  Many  times  in  my  experience  would  knowledge  of 
that  kind  have  been  particularly  valuable  to  me.'  The  frequent  re- 
currence of  such  remarks  has  been  surprising." 

2.  Case  School  of  Applied  Science. 

Leonard  Case,  the  founder  of  the  Case  School  of  Applied  Science, 
on  the  24th  of  February,  1876,  executed  a  trust  deed,  setting  apart 
certain  lands  to  endow  and  establish  a  scientific  school  in  the  city  of 
Cleveland.  In  the  trust  deed  he  directed  the  trustees — 

"  To  cause  to  be  formed  and  regularly  incorporated  under  the  laws 
of  Ohio,  an  institution  of  learning  to  be  called  the  '  Case  School  of 
Applied  Science,'  and  located  in  said  city  of  Cleveland,  in  which  shall 
be  taught,  by  competent  professors  and  teachers,  mathematics,  physics? 
engineering — mechanical  and  civil — chemistry,  economic  geology, 
mining  and  metallurgy,  natural  history,  drawing  and  modern  lan- 
guages." 

After  the  death  of  Mr.  Case,  January  6,  1880,  the  necessary  steps 
were  taken  to  secure  legal  incorporation. 

In  1881  instruction  was  undertaken,  on  a  limited  scale,  in  the  resi- 
dence of  the  late  Mr.  Case,  on  Rockwell  street,  and  continued  there 
until  June  1885.  In  September,  1885,  the  school  was  transferred  to 
a  new  building  on  Euclid  avenue.  This  building  was  burned  in 
October,  1886,  but  was  immediately  rebuilt. 

ADMISSION. 
Candidates  for  admission  to  the  first  class  of  the  regular  courses  of 


INDUSTRIAL  EDUCATION  COMMISSION  j 


study  must  be  at  least  sixteen  years  of  age,  and  mu 
pass  an  examination  in  English  grammar  and  composition,  arithn**tip*    Y 
including  the  metric  system  of  weights  and  measures,  algebra,  geom- 
etry, plane  and  solid,  and  the  elements  of  physics  and  chemistry. 

Candidates  for  any  other  class  than  the  first  are  also  examined  "i 
studies  previously  pursued  by  the  class  they  desire  to  enter. 

Persons  who  desire  to  pursue  special  branches,  and  who  are  not 
candidates  for  a  degree,  are  permitted  to  enter  the  school  as  special 
students,  without  passing  the  regular  examination.  They  must  be 
prepared  to  pursue  profitably  the  work  which  they  select  and  must 
conform  to  the  regulations  ot  the  school  with  regard  to  recitations 
and  term  examinations.  If  desired,  a  certificate  of  proficiency  in  the 
subject  pursued  is  given  to  those  who  have  studied  in  any  depart- 
ment at  least  one  year. 

Arrangements  are  made  in  the  laboratories  for  those  who  desire  to 
fit  themselves  in  special  branches,  either  for  teaching  or  for  practical 
work. 

The  regular  courses  of  study  are  completed  in  four  years,  of  two 
terms  each.  The  school  year  begins  about  the  last  of  September  and 
ends  the  middle  of  June. 

FEES. 

The  fee  for  tuition  is  seventy-five  dollars  a  year,  and  the  fee  for 
chemicals  and  use  of  instruments  and  apparatus  is  twenty-five  dollars 
a  year.  Each  student  is  required,  upon  entrance,  to  deposit  twenty 
dollars  as  security  against  possible  injury  to  the  building  or  furniture, 
and  for  breakage  of  apparatus  in  the  laboratories.  This  deposit  is 
retained  until  the  student  severs  his  connection  with  the  school,  and 
it  is  increased  whenever  the  damage  to  school  property  or  laboratory 
breakage  exceeds  the  amount  of  the  first  deposit.  When  the  student 
leaves  the  school  the  balance  of  the  deposit  is  returned  to  him. 

COURSES. 

The  school  provides  courses  of  instruction  in  civil  engineering, 
mechanical  engineering,  electrical  engineering,  mining  engineering, 
drawing,  physics,  chemistry,  mineralogy,  geology,  mathematics,  as- 
tronomy and  the  English.  French  and  German  languages.  These 
courses  of  study  are  intended  to  give  a  thorough  training  in  the  prin- 
ciples of  physical  science,  and  to  offer  a  practical  education  as  a  pre- 
paration for  scientific  pursuits. 

The  following  regular  courses  of  study  have  been  established  ;  each 
course  requires  four  years  for  completion,  and  for  proficiency  in  any 
of  them  the  degree  of  Bachelor  of  Science  in  the  course  pursued  is 
conferred  : 

I.  General  Course. 

II.  Civil  Engineering. 


256 


REPORT  OP  THE 


III.  Mechanical  Engineering. 

IV.  Mining  Engineering. 
V.  Electrical  Engineering. 

VI.  Physics. 

VII.  Chemistry. 

The  general  Qourse  is  intended  for  students  who  do  not  desire  to 
give  as  much  time  to  a  single  topic  as  is  given  in  the  other  regular 
courses.  During  the  last  two  years  the  course  is  largely  elective.  The 
choice  of  any  study  is  subject  to  the  approval  of  the  president  and  of 
the  professor  in  whose  department  the  student  desires  to  work. 

THE  COURSE  IN  MECHANICAL  ENGINEERING,  in  detail,  is  as  follows  : 


FIRST  YEAR. 


FIRST    TERM. 

Algebra  and  Trigonometry. 

Chemistry  (Lectures). 

Chemical  Laboratory. 

Rhetoric. 

French. 

Mechanical  Drawing. 


FIRST    TERM. 


SECOND    TERM. 


Analytical  Geometry. 

Chemistry  (Lectures). 

Chemical  Laboratory. 

English  Literature. 

French. 

Descriptive  Geometry  and  Drawing. 


SECOND  YEAR. 


Mechanism. 

Machine  Drawing. 

Shop  Work. 

Surveying. 

Calculus. 

Physics  (Lectures and  Recitations). 

German. 

French. 


SECOND    TERM. 


Mechanism. 

Machine  Drawing. 

Shop  Work. 

Calculus. 

Physics  ( Lectures  and  Recitations). 

German. 

French. 


THIRD  YEAR. 


FIRST    TERM. 


Steam  Engineering. 

Machine  Drawing. 

Shop  Work. 

Calculus. 

Mechanics. 

Physics  (Lectures  and  Laboratory). 

German. 


SECOND   TERM. 


Steam  Engineering. 

Machine  Design. 

Shop  Work. 

Mechanics. 

Physics  (Lectures  and  Laboratory). 

German. 

Slide  Valve,  Link  Motion,  Governors. 

Mechanical  Engineering  Laboratory. 


FOURTH  YEAR. 


FIRST   TERM. 


Mechanical  Engineering. 

Machine  Design. 

Shop  Work. 

Mechanical  Engineering  Laboratory. 


SECOND   TERM. 

Mechanical  Engineering. 

Machine  Design. 

Thesis  Work. 

Shop  Work. 

Mechanical  Engineering  Laboratory. 


METHODS  OF  INSTRUCTION. 
The  methods  of  instruction  include  lectures,  recitations,  laboratory 


INDUSTRIAL  EDUCATION  COMMISSION.  257 

practice,  and  field  work.  While  a  thorough  theoretical  knowledge  of 
each  subject  is  required,  great  importance  is  attached  to  practical 
training,  as  a  source  of  mental  discipline,  as  well  as  a  preparation  for 
active  pursuits.  Practical  work  is,  therefore,  made  an  important 
feature  in  the  course  of  study,  and  each  student  is  expected  to  spend 
a  large  portion  of  his  time  in  the  laboratories  and  drawing  rooms,  or 
in  the  field.  All  students  receive  instruction  during  the  first  year  in 
rhetoric,  including  English  composition,  and  in  English  literature.  In 
rhetoric,  special  attention  is  paid  to  diction,  construction  of  sentences, 
figures  of  rhetoric,  and  properties  of  style.  In  English  literature,  the 
lives  of  noted  authors  are  studied,  together  with  selections  from  their 
most  popular  writings.  In  French,  during  the  first  year,  three  hours 
a  week  are  devoted  to  pronunciation,  reading,  and  the  construction  of 
the  language. 

The  study  of  German  extends  throughout  the  second  and  third 
years.  The  first  year  is  devoted  to  acquiring  the  principles  of  the 
language ;  the  second  year  to  translations  from  scientific  German. 
At  the  end  of  the  third  year,  the  student  is  expected  to  have  acquired 
a  sufficient  knowledge  of  the  languages  to  be  able  to  use  French  and 
German  scientific  works.  It  is  attempted  to  give  every  student  a 
thorough  working  knowledge  of  algebra,  trigonometry,  and  analytical 
geometry,  and  an  elementary  knowledge  of  differential  and  integral 
calculus.  Students  who  pursue  courses  in  physics,  astronomy,  or  en- 
gineering, in  addition,  take  a  more  complete  course  in  the  calculus, 
and  study  differential  equations  and  analytical  mechanics.  Those 
selecting  mathematics  are  directed  and  assisted  in  a  more  extended 
course  of  reading. 

Five  hours  a  week  are  devoted  to  mathematics  during  the  first  three 
years  by  all  students  except  those  of  chemistry,  who  are  only  required 
to  complete  the  elementary  course  in  calculus. 

DRAWING. 

Instruction  in  mechanical  drawing  is  begun  at  the  beginning  of  the 
first  year,  with  a  series  of  introductory  lectures  on  the  use  of  drawing 
instruments  and  materials. 

Descriptive  geometry  is  begun  about  the  middle  of  December,  and 
continued  to  the  close  of  the  second  year.  This  course  includes 
orthographic  projection,  spherical  projections,  shades,  shadows,  and 
perspective. 

The  graphical  work  in  shades  and  shadows  is  also  accompanied  by 
exercises  in  tinting  and  shading  with  water  colors. 

In  perspective,  after  the  student  has  become  familiar  with  the  prin- 
ciples, he  is  required  to  execute  a  finished  perspective  drawing  of 
some  architectural  or  engineering  design. 

In  the  third  year,  instruction  is  given  in  stereotomy  and  in  topo- 
17  ED.  COM. 


258  REPORT  OF  THE 

graphical  mapping.  The  class  take  the  field  under  the  charge  of  the 
instructor,  and  make  a  complete  topographical  survey,  which  em- 
bodies all  the  methods  of  work  given  to  the  class. 

The  map  of  the  survey  is  plotted  from  the  notes  and  sketches  taken, 
in  accordance  with  the  most  approved  methods  in  use  on  the  topo- 
graphical works  of  the  United   States   Corps  of  Engineers,  supple- 
mented by  additional  lectures  and  exercises  on  topographical  conven 
tionalizing  in  ink  and  colors,  and  in  lettering. 

The  civil  engineering  students  continue  drawing  in  connection  with 
all  their  techinal  studies. 

MECHANICAL  ENGINEERING. 

The  instruction  in  this  department  is  intended  to  give  a  thorough 
theoretical  knowledge  of  such  work  as  the  student  will  be  likely  to 
have  in  practice  after  leaving  the  school.  In  addition  to  this,  the 
work  is  made  as  practical  as  possible. 

The  instruction  is  given  by  means  of  lectures,  recitations,  drawing 
and  design,  laboratory  and  shopwork.  The  laboratory  work  is  in- 
tended to  be  a  prominent  feature  of  the  course,  giving  the  student 
an  opportunity  for  testing  the  tensile,  compressive  and  transverse 
strength  of  materials ;  the  economical  use  of  steam  in  steam  engines 
and  boilers,  etc. 

Frequent  visits  are  made  to  the  most  important  manufacturing  es- 
tablishments in  the  vicinity,  enabling  the  student  to  become  familiar 
with  the  processes  of  manufacture  and  the  arrangement  of  machinery 
and  shafting,  as  well  as  with  the  mechanism  of  the  machinery  itself. 
The  students  are  required  to  take  full  notes  and  make  sketches  dur- 
ing these  excursions. 

Almost  all  varieties  of  engineering  structures  and  of  manufacturing 
processes  (in  many  cases  the  most  extensive  of  their  kind  in  this 
country)  can  be  seen  in  the  city,  and  are  available  for  examination 
and  study  by  the  students : 

The  work  is  briefly  as  follows  : 

Second  year — Elements  of  mechanism. 

Third  year— Thermodynamics,  steam  boilers,  steam  engine. 

Fourth  year— Hydromechanics,  applied  mechanics,  tall  chimney  construction, 
mill  engineering. 

Drawing  and  Design.— In  the  second  year  the  students  make  complete  working 
drawings  from  sketches  and  dimensions  that  they  themselves  have  taken  directly 
from  machinery. 

Tracings  are  made  of  all  drawings,  and  copied  by  the  "blue  process."  During 
the  third  and  fourth  years  the  students  will  design  several  machines,  including  a 
lathe,  boiler,  steam  engine,  etc. 

Laboratory  Work. — The  laboratory  work  in  this  department  is  intended  to  give 
to  the  students  practice  in  such  experimental  work  as  they  are  liable  to  undertake 
alter  leaving  the  school,  and  to  instil  into  their  minds  correct  methods  of  research 
and  original  investigation.  The  work  to  be  done  consists  of  tests  of  the  strength  of 
materials,  evaporative  power  and  efficiency  of  boilers,  steam  engine  tests,  showing 
their  economy  in  the  use  of  steam  under  various  loads,  cut-offs,  speeds,  etc. ;  calori- 
meter and  condenser  tests,  etc. 


INDUSTRIAL  EDUCATION  CoMMissKt*.  259 

Shop  Work.— Enough  shop  work  is  required  of  the  students  to  enable  them  to  be- 
come familiar  with  the  more  common  tools  used  in  modern  work.  The  shops  are 
supplied  with  all  tools  and  machinery  needed  to  accommodate  the  students.  The 
second  year  work  consists  of  pattern  making,  in  which  the  students  not  only  become 
familiar  with  the  tools  and  appliances  used  in  the  work,  but  are  expected  to  under- 
stand how  all  ordinary  patterns  should  be  made  so  as  to  be  most  easily  molded. 
The  third  year  consists  of  blacksrnithing,  chipping  and  filing,  and  the  fourth 
year  of  work  in  the  machine  shop,  with  lathe,  shaper,  drill,  etc. 

3.  Cleveland  Manual  Training-  School. 

In  February,  1885,  a  small  carpenter  shop  was  started  in  a  barn  sit- 
uated on  Kennard  street,  near  Euclid  avenue,  for  the  benefit  of  some 
boys,  then  pupils  in  the  Central  High  School.  Through  the  diligence 
and  enthusiasm  of  those  boys  the  little  school  and  the  value  of  manual 
training  was  brought  to  the  notice  of  some  of  the  business  men  of  the 
city.  One  or  two  meetings  were  held,  at  which  the  question  of  the  es- 
tablishment of  a  manual  training  school  in  Cleveland  was  thoroughly 
discussed.  It  was  decided  to  form  a  stock  company  with  a  capital  of 
$25,000,  with  which  money  to  erect  and  equip  a  building,  and  then  to 
charge  a  tuition  fee  just  sufficient  to  cover  the  running  expenses. 

The  Cleveland  Manual  Training  School  Company  was  incorporated 
June  2, 1835,  for  the  purpose  (as  stated  in  its  articles  of  incorporation) 
of  "  the  promotion  of  education,  and  especially  the  establishment  and 
maintenance  of  a  school  of  manual  training,  where  pupils  shall  be 
taught  the  use  of  tools  and  materials,  and  instruction  shall  be  given 
in  mechanics,  physics,  chemistry  and  mechanical  drawing." 

"  The  training  of  the  mind  is  as  much  an  essential  of  this  school  as 
it  is  in  the  high,  grammar  or  primary  schools.  In  this  the  ability  of 
the  mind  to  conceive,  plan  and  carry  out  a  measure  is  shown  through 
dexterity  in  execution.  The  solution  of  problems  in  mechanical  draw- 
ing ;  the  reduction  of  a  piece  of  lumber  from  its  rough  into  a  perfect 
model ;  the  hammering  of  a  crude  piece  of  iron  into  a  definite  shape 
and  size  ;  the  adjustment  of  the  several  parts  of  a  piece  of  mechan- 
ism, more  or  less  complicated;  the  study  of  a  complete  machine  of 
any  kind  with  reference  to  the  discovery  of  the  general  design,  the 
adaptability  and  specific  uses  of  its  various  parts,  its  points  of  weak- 
nesses, etc.,  all  this  requires  the  exercise  of  the  mental  faculties  just  as 
clearly,  persistently  and  profitably  as  is  required  in  the  study  of  lan- 
guage, mathematics  or  science.  It  is  not  proposed  that  (his  shall  tako 
the  place  of  anything  else.  It  affords  a  peculiar  exercise  of  the  mem- 
tal  faculties  which  no  other  study  affords  or  can  afford.  Neither  is  it 
intended  that  any  trade  shall  be  taught,  as  is  clearly  shown  in  the 
course  of  study  pursued." 

The  members  of  the  company  met  on  September  7, 1885,  and  elected 
a  board  of  directors.  The  school  was  opened  for  pupils  early  in 
February,  1886.  Soon  after  this,  on  petition  of  the  board  of  educa. 
tion,  the  State  Legislature  passed  an  act  authorizing  the  levying  of  a 


260  REPOKT  OF  THE 

tax  of  one-fifth  of  one  mill  for  manual  and  domestic  training  purposes. 
This  tax  amounts  to  about  $16,000.  The  incorporated  company  owning 
the  building  gave  the  board  of  education  the  free  use  of  this  building, 
machinery,  etc.  Tuition  is  free  to  public  school  pupils. 

Applicants  for  admission  to  the  school  must  be  at  least  fourteen 
years  of  age,  and  be  of  such  school  grade  or  have  acquirements  equiv- 
alent to  those  required  for  admission  to  the  city  high  schools. 

Pupils  are  admitted  upon  certificates  of  school  standing,  showing 
them  to  be  of  the  required  grade,  in  any  school  in  Cleveland.  If  no 
certificate  is  given,  the  applicant  is  given  a  written  examination. 

COURSE  OF  STUDY. 

First  Year. 

Free-hand  and  Mechanical  Drawing,  Carpentry  and  Joining,  Patternmaking,  Care 
and  Use  of  Tools. 

/Second  Year. 

Geometrical  and  Mechanical  Drawing,  Forging,  Welding,  Tempering,  Filing  and 
Chipping. 

Third  Year. 

Machine  and  Agricultural  Drawing,  Machine  Shop  Work,  Study  of  Machines 
Steam  Engines  and  Boilers. 

Pupils  attend  the  school  three  times  each  week,  each  lesson  lasting 
three  hours.  Two  lessons  are  spent  in  the  shop  work  and  one  in  draw- 
ing. All  pass  through  the  same  course,  which  is  progressively  arranged, 
so  that  each  department  may  be  considered  a  preparation  for  the  next. 
The  pupil  begins  with  the  simplest  tools  and  work,  and  passes  by  de- 
grees to  the  more  complex  and  difficult.  The  aim  in  each  department 
is  not  to  teach  the  boy  to  construct  any  special  object,  but  to  make 
such  pieces  as  will  enable  him  to  master,  as  quickly  as  possible,  the 
difficult  processes. 

RESULTS. 

The  interest  which  the  boys  take  in  the  shop  school  is  very 
great.  That  more  than  four-fifths  of  the  pupils  asked  permission  to 
work  in  the  shops  during  the  vacation  at  Thanksgiving,  and  nearly 
as  many  at  Christmas,  is  sufficient  proof  of  this  statement. 

The  influence  upon  the  general  character  of  the  pupils  is  well 
shown  by  the  following  extracts  from  letters : 

"  By  having  pleasant  and  profitable  employment  a  certain  number 
of  hours  each  week,  these  pupils  acquire  a  new  interest  in  their 
studies.  They  are  fully  sustaining  their  former  rank  in  scholarship, 
and  more.  I  believe  also  that  there  is  a  great  gain  in  the  matter  of 
discipline.  The  influence  of  your  school  upon  the  morality  of  these 
pupils  is  certainly  very  commendable." 

"  A.  mutual  friend  and  public  educator  asked  me  the  other  day 
what  the  influence  of  manual  training  school  was  upon  the  high 
school  pupils  who  attended  it.  I  told  him — and  the  same  may  en- 


INDUSTRIAL  EDUCATION  COMMISSION.  261 

courage  you — that  it  was  beneficial  in  many  ways.  Many  of  the  boys 
are  in  my  classes  and  I  find  them  among  the  best  prepared  always, 
and  always  the  most  practical.  I  certainly  think  discipline  is  easier 
from  the  influence  of  that  school." 

The  following  articles  were  made  by  the  pupils  during  the  year, 
1886,  in  addition  to  the  regular  pieces  of  the  course :  Book  shelves, 
screen  doors,  mariner's  compass,  center  tables,  hat  rack,  pastry  screen, 
milk  stool,  foot  stools,  easels,  Indian  clubs,  ball  bats,  picture  frames, 
cabinet. 

"  The  habit  of  working  from  drawings  and  to  nice  measurements, 
has  given  the  students  a  confidence  in  themselves  altogether  new. 
This  is  shown  in  the  readiness  with  which  they  undertake  the  execu 
tion  of  small  commissions  in  behalf  of  the  school,  and  the  handiness 
which  they  display  at  home.  In  fact  the  increased  usefulness  of  the 
students  still  in  the  school  is  making  itself  felt,  and  in  several  in- 
stances the  result  has  been  the  offer  of  business  positions  too  tempt 
ing  to  be  rejected.  This  drawback,  if  it  can  be  called  one,  the  school 
must  always  suffer.  The  better  educated  and  trained  our  students 
become,  the  stronger  will  be  the  temptation  offered  to  them  outside, 
and  the  more  difficult  it  will  be  for  us  to  hold  them  through  the 
course.  Parents  and  guardians  should  avoid  the  bad  policy  of  injur- 
ing the  prospects  of  a  promising  young  man  by  grasping  a  small  pres- 
ent pecuniary  advantage  at  the  cost  of  far  greater  rewards  in  the 
future.  From  the  testimony  of  parents  the  physical,  intellectual, 
and  moral  effect  of  the  school  is  exceedingly  satisfactory." 

The  report  of  the  president  of  the  Cleveland  board  of  education  for 
the  year  ending  August  31.  1887,  says  : 

"  There  are  at  present  attending,  about  one  hundred  and  twenty- 
five  boys ;  and  to  show  the  growing  interest  in  the  school  it  may  be 
•  cited  that  out  of  seventy-five  boys  who  began  their  course  in  the  cen- 
tral high  school  in  the  winter  term  of  1888,  forty- eight  of  them  at  the 
same  time  began  to  take  a  course  in  the  manual  training  school.  The 
purposes  of  the  school  are  lofty,  and  as  has  been  said  time  and  again,  to 
teach  the  American  boy  the  value  of  labor,  its  true  worth  and  dignity, 
to  show  the  mutual  need  of  labor  for  capital  and  capital  for  labor,  to 
teach  each  to  respect  the  other;  this  is  the  chief  aim  and  end  of  the 
school.  It  does  not  seek  to  teach  trades  ;  it  only  teaches  how  to  use 
tools.  It  does  not  say  that  every  boy  who  learns  to  use  those  tools 
shall  become  a  machinist  and  toiler  in  the  work  shop ;  but  if  he  should 
find  himself  adapted  to  such  uses  and  purposes,  it  puts  him  on  the 
high  road  toward  the  best  attainment  thereof." 

4.  The  Toledo  Manual  Training  School. 

The  Toledo  manual  training  school  was  established  under  the  pro- 
vision of  an  ordinance  unanimously  adopted  by  the  common  council 


262  REPORT  OF  THE 

of  the  city  of  Toledo,  March  18, 1884,  and  is  maintained  under  the 
joint  control  of  the  board  of  education,  and  the  directors  of  the 
Toledo  University. 

Instruction  in  the  work  shops  and  in  free-hand  and  mechanical 
drawing,  is  furnished  by  the  university  board,  while  the  intellectual 
studies  which  must  go  hand  in  hand  with  the  development  of  manual 
training  are  furnished  in  the  public  school,  in  the  prescribed  gram- 
mar and  high  school  courses. 

The  practical  effect  of  the  united  action  of  these  two  boards,  is  to 
so  enlarge  the  scope  of  public  instruction  in  Toledo,  as  represented 
by  the  grammar  and  high  school,  as  to  include  instruction  in  the  prac- 
tical arts,  together  with  free-hand  and  mechanical  drawing.  The 
course,  including  this  instruction,  is  known  as  the  manual  training 
Bchool  course. 

The  work  of  the  school  began  October  1,  1884,  in  rooms  in  the  high 
school  building.  The  new  building  was  opened  December  5,  1885. 

The  object  of  the  manual  training  school  is  to  furnish  instruction 
and  practice  in  the  use  of  tools,  with  such  instruction  as  is  deemed 
necessary  in  mathematics,  drawing,  and  the  English  branches  of  a 
high  school  course.  The  tool  instruction  includes  carpentry,  wood 
turning,  patternmaking,  iron  chipping  and  filing,  forge  work,  braz- 
ing and  soldering,  the  use  of  machine  shop  tools,  and  such  other  in- 
struction of  a  similar  character  as  may  be  deemed  advisable  to  add  to 
the  foregoing  from  time  to  time,  it  being  the  intention  to  divide  the 
working  hours  of  the  student,  as  nearly  as  possible,  equally  between 
manual  and  mental  exercises. 

The  manual  training  school  clearly  recognizes  the  preeminent  value 
and  necessity  of  intellectual  development  and  discipline.  This 
school  exacts  close  and  thoughtful  study  with  book  as  well  as  with 
tools.  It  proposes,  by  lengthening  the  usual  school  day  a  full  hour,' 
and  by  abridging  somewhat  the  number  of  daily  recitations,  to  find 
time  for  drawing  and  tool-work,  and  thus  to  secure  a  more  liberal  in- 
tellectual and  physical  development — a  more  symmetrical  education. 

"  One  great  object  of  the  school  is  to  foster  a  higher  appreciation 
of  the  value  and  dignity  of  intelligent  labor,  and  the  worth  and  re 
spectability  of  laboring  men.  A  boy  who  sees  nothing  in  manual 
labor  but  mere  brute  force,  despises  both  the  labor  and  the  laborer. 
With  the  acquisition  of  skill  in  himself,  comes  the  ability  and  will- 
ingness to  recognize  skill  in  his  fellows.  When  once  he  appreciates 
skill  in  handicraft,  he  regards  the  workman  with  sympathy  and  re- 
spect. • 

"  All  the  shop- work  is  disciplinary ;  special  trades  will  not  be  taught, 
nor  will  articles  be  manufactured  for  sale. 

"  The  scope  of  a  single  trade  is  too  narrow  for  educational  purposes. 
Manual  education  should  be  as  broad  and  liberal  as  intellectual.  A 
shop  which  manufactures  for  the  market,  and  expects  a  revenue  from 


INDUSTRIAL  EDUCATION  COMMISSION.  263 

the  sale  of  its  products,  is  necessarily  confined  tq  salable  work,  and  a 
systematic  and  progressive  series  of  lessons  is  impossible,  except  at 
great  cost.  If  the  object  of  the  shop  is  education,  a  student  should 
be  allowed  to  discontinue  any  task  or  process  the  moment  he  has 
learned  to  do  it  well.  If  the  shop  were  intended  to  make  money,  the 
students  would  be  kept  at  work  on  what  they  could  do  best,  at  the 
expense  of  breadth  and  versatility. 

u  In  manual  education,  the  desired  end  is  the  acquirement  of  skill  in 
the  use  of  tools  and  materials,  and  not  the  production  of  specific 
articles;  hence  we  abstract  all  the  mechanical  processes  and  manual 
arts  and  typical  tools  of  the  trades  and  occupations  of  men,  arrange  a 
systematic  course  of  instruction  in  the  same,  and  then  incorporate  it 
in  our  system  of  education.  Thus,  without  teaching  any  one  trade, 
we  teach  the  essential  mechanical  principals  of  all." 

u  Pupils  of  the  Toledo  public  schools  are  entitled  to  enter  the  manual 
training  department  when  they  reach  the  senior  grammar,  or  junior 
high  school  grades. 

u  Pupils  of  private  or  parochial  schools  are  entitled  to  enter  if  they 
are  qualified  for,  and  pursue  a  course  of  study  corresponding  in  grade 
to  that  taken  by  the  regular  pupils  in  the  senior  grammar  and  high 
schools  grades. 

"  No  pupils  are  admitted  under  thirteen  years  of  age. 

"Applicants  (except  those  who  enter  through  the  grammar  and 
high  schools)  must  pass  a  good  examination  in  the  following  studies : 

"  In  spelling,  writing  and  punctuation,  penmanship  and  the  use  of 
capitals,  in  grammar  to  syntax,  and  in  correct  forms  of  expression  in 
writing ;  arithmetic  to  equation  of  payments,  tables  of  weights  and 
measures  and  their  uses ;  common  school  geography ;  the  history  of 
the  United  States. 

"  For  the  residents  of  Toledo  instruction  in  the  manual  training 
school  is  free  as  in  the  other  schools ;  a  small  charge  for  material  only 
being  made  as  follows :  The  first  year  $6 ;  the  second,  third  and  fourth 
years  $9  each. 

u  For  non-residents  of  Toledo,  tuition  is  payable  as  follows : 

"  First  year  $45.  Second  year  $60.  Third  year  $75.  Fourth  year 
$90." 

The  combined  course  of  instruction  covers  four  years,  and  the 
school  time  of  the  pupil  is  about  equally  divided  between  mental  and 
manual  exercises.  One  hour  per  day  is  given  to  drawing,  and  two 
hours  to  shop  work. 

The  course  of  study  embraces  five  parallel  lines — three  intellectual 
and  two  manual,  as  follows : 

First. — A  course  of  pure  mathematics,  including  arithmetic,  algebra, 
geometry,  and  plane  trigonometry. 

Second. — A  course  in  science  and  applied  mathematics,  including 


264  REPORT  OF  THE 

physical  geography,  natural  philosophy,  chemistry,  mechanics,  men- 
suration and  book-keeping. 

Third. — A  course  in  language  and  literature,  including  English 
grammar,  spelling,  composition,  literature,  history  and  the  elements  of 
political  science  and  economy. 

Fourth. — A  course  in  penmanship,  free-hand  and  mechanical  draw- 
ing. 

Fifth. — (1)  A  course  of  tool  instruction,  including  carpentry, wood- 
turning,  forging,  soldering  and  bench  and  machine  work  in  iron.  (2) 
Instruction  in  domestic  economy,  including  cookery,  garment  cutting 
and  making,  clay  modeling,  wood  carving,  etc. 

Students  have  no  option  or  election  as  to  particular  studies ;  each 
must  conform  to  the  course  as  laid  down  and  take  every  branch  in  its 
order. 

The  arrangement  of  studies  and  shop  work  by  years  is  substantially 
as  follows,  subject  to  such  changes  as  experience  may  dictate  : 

FIRST  YEAR. 

Senior  Grammar  School— (I)  Mathematics.— Arithmetic. 

(2)  /Science. — Physical  Geography. 

(3)  Language. — Grammar,   Spelling,    Writing,   English 

Composition. 
Manual  Training  /School—  (4)  Drawing. — Free-hand  and  Mechanical  Lettering. 

(5)  Shop  Work. — Carpentry,  Joining,  Jig  Sawing,  proper 
care  and  use  of  tools. 

SECOND  YEAR. 

Junior       High      School — (1)  Mathematics. — Algebra,  Arithmetic. 

(2)  Science. — Physiology  and  Botany. 

(3)  Language. — Grammar,  Rhetoric,  Writing. 
Manual  Training  School — (4)  Drawing. — Free-hand  and    Mechanical,  Designs  for 

Wood-carving. 

(5)  Shop  Work.— Wood-turning,  Patternmaking,  Wood- 
carving,  Clay  Modeling. 

THIRD    YEAR. 

Middle      High       School — (1)  Mathematics. — Geometry,  Arithmetic  Reviewed. 

(2)  Science. — Physics. 

(3)  Language. — English  Composition,  History. 
Manual  Training  School — (4)  Drawing. — Free-hand  and  Architectural,  Designing 

from  Plant  and  Leaf  Forms. 

(5)  Shop  Work.—  Forging,  Welding,  Tempering,  Brazing 
and  Soldering,  Molding  and  Casting. 

FOURTH  YEAR. 

Senior      High      School. — (1)  Mathematics.—  Plane  Trigonometry,  Mechanics. 

(2)  Science.— Chemistry,  Book-keeping,  Ethics ;   Rights 

and  Duties ;  Laws  of  Right  Conduct. 

(3)  Language. — Political  Economy,  English  Literature 

and  Composition. 

Manual  Training  School — (4)  Drawing. — Machine  and  Architectural  Details,  Deco- 
rative Designing. 


INDUSTRIAL  EDUCATION  COMMISSION.  265 

Manual  Training  School — (5)   Machine  Shop   Work. — Chipping,  Filing,  Turning 

Drilling,  Planing,  etc.,  Study 
of  Machinery,  Careof  Steam 
Engine  and  Boilers,  Study 
of  Electrical  Machinery  and 
Gas  Engines. 

In  the  first  year  German  may  be  taken  in  place  of  physical  geography  ;  in  the  sec- 
ond year  in  the  place  of  rhetoric  or  physiology  ;  in  the  third  year  in  the  place  of  his- 
tory ;  in  the  fourth  year  in  the  place  of  English  literature. 

Instruction  in  mechanical  drawing  is  somewhat  abridged  for  pupils  who  may 
prefer  a  wider  range  in  free-hand  and  decorative  work. 

Instructions  will  be  given  each  year  in  the  properties  of  the  materials  (wood,  iron, 
brass,  etc.,)  used  that  year. 

Throughout  the  course  forty-five  minutes  per  day  are  given  to  draw- 
ing and  ninety  minutes  per  day  to  shop  work.  The  remainder  of  the 
school  day  is  devoted  to  study  and  recitation.  Each  pupil  must  recite 
daily  three  lessons,  which  must  mainly  be  learned  at  home.  It  is  ex- 
pected that  the  scholarship  of  the  pupils  will  be  fully  equal  to  the  best 
high  school  standards.  A  diploma  is  given  on  graduation  by  the  uni 
versity  directors  in  addition  to  the  regular  diploma  for  high  school  work. 

Latin,  French  and  German  are  optional  studies. 

The  original  purpose  was  to  limit  the  manual  training  school  course 
to  three  years  and  to  make  such  period  conform  to  the  three  high 
school  years.  Experience  has  shown,  however,  that  manual  instruc- 
tion is  equally  valuable  to  boys  of  the  grammar  school  grade,  and 
therefore  the  course  has  now  been  arranged  to  include  the  senior 
grammar  school  year.  But  the  time  required  of  such  pupils  in  the 
work  shops  is  somewhat  abridged. 

Ambitious  boys,  who  are  sufficiently  advanced  to  enter  the  high 
school  are  admitted  to  the  work  of  the  second  year,  provided  they 
signify  a  purpose  to  complete  the  course  and  are  willing  to  devote 
some  extra  time  to  laboratory  work  to  cover  the  exercises  of  the  first 
year. 

DRAWING. 

The  course  in  drawing  embraces  three  general  divisions : 

1.  Free-hand  drawing,  designed  to  educate  the  sense  of  form  and 
proportion;  to  teach  the  eye  to  observe  accurately,  and  to  train  the 
hand  to  rapidly  delineate  the  forms  either  of  existing  objects  or  of 
ideals  in  the  mind. 

2.  Mechanical  drawing,  including  the  use  of  instruments ;  geomet 
ric  ^construction ;  the  arrangements  of  projections,  elevations,  plans 
and   sections;  also   the   various   methods   of  producing   shades  and 
shadows  with  pen  or  brush. 

3.  Technical    drawing    or    draughting,  illustrating    conventional 
colors  and  signs ;  systems  of  architectural  or  shop  drawings;  and  at 
the  same  time  familiarizing  the  pupil  with  the  proportions  and  de- 
tails of  various  classes  of  machines  and  structures. 


266  REPORT  OF  THE 

It  comprises  the  following  : 

First  Year. — Principles  of  projection  drawing;  free-hand  elevation,  plans  and 
sections  of  various  objects;  the  use  of  drawing  tools,  including  practice  in  pen- 
lining,  etc.,;  working  drawings  to  scale,  including  plans,  elevations,  sections  and 
details  of  various  machines  and  parts  of  machines  ;  lettering  ;  free-hand  perspective 
in  outline  from  objects. 

Second  Year. — Geometrical  construction  ;  problems  in  oblique  orthographic  pro- 
section  ;  water  coloring  in  washes ;  development  of  surfaces  as  applied  to  sheet 
metal  pattermvork  ;  isometric  projection ;  free-hand  perspective  in  light  and  shade 
rrom  objects. 

Third  Year.— Pen  line  shading ;  projection  of  shadows;  mechanical  perspective; 
architectural  working  drawings  including  plans,  elevations,  sections  perspective 
and  details  of  building  and  building  construction  ;  free-hand  drawing  as  applied  to 
architectural  ornamentation  and  enrichment. 

Fourth  Year. — Water  color  shading ;  machine  design  and  construction  ;  machine 
drawing,  including  the  laying  out  of  trains  of  gearing,  etc.  ;  geometrical  ornamenta- 
tion, and  the  elements  of  decorative  art  work  ;  free-hand  drawing  from  casts ;  pen 
sketching. 

The  shop  instruction  is  given  similarly  to  laboratory  lectures.  The 
instructor  at  the  bench,  machine,  or  anvil,  executes  in  the  presence 
of  the  whole  class  the  day's  lesson,  giving  all  needed  information,  and 
at  times  using  the  blackboard.  When  necessary  the  pupils  make 
notes  and  sketches  (working  drawings),  and  questions  are  asked  and 
answered,  that  all  obscurities  may  be  removed.  The  class  then  pro- 
ceeds to  the  execution  of  the  task,  leaving  the  instructor  to  give  ad- 
ditional help  to  such  as  need  it.  At  a  specified  time  the  lesson  ceases, 
and  the  work  is  brought  in,  commended  on  and  marked.  It  is  not 
necessary  that  the  work  assigned  should  be  finished ;  the  essential 
thing  is  that  it  should  be  well  begun  and  carried  on  with  resolute 
speed  and  accuracy. 

"  The  time  spent  in  shop -work  has  never  exceeded  one  and  a  half 
hours  per  day,  unless  the  boys  have  voluntarily  remained  after  hours 
for  additional  practice.  Moreover,  from  these  two  hours  should  be 
substracted  fully  ten  minutes  for  washing,  dressing,  etc.  A  week, 
therefore,  represents  less  than  eight  hours  of  actual  work  in  a  shop. 
Hence,  in  placing  a  value  upon  the  time  spent,  as  men  count  time,  it 
should  be  remembered  that  a  ;  day's  work '  is  all  the  boys  have  per 
week.  For  carpentry  and  wood  turning  they  have  three  hundred 
hours,  or  thirty  days  in  all;  in  forging,  molding,  brazing  and  solder 
ing,  during  the  second  year,  three  hundred  hours.  While  this  time  is 
ample  to  furnish  an  intelligent  idea  of  tools  and  their  uses,  of  the1 
laws  of  mechanism,  of  the  properties  of  wood,  iron,  steel  and  brass, 
and  the  meaning  and  force  of  mechanical  words  and  technical  terms, 
yet  it  is  not  so  great  as  to  exhaust  the  boy  phjTsically,  or  to  be  incom- 
patible with  a  high  degree  of  proficiency  in  his  purely  intellectual 
studies. 

"  The  zeal  and  enthusiasm  of  the  students  have  been  developed  to  a 
most  gratifying  extent,  extending  into  all  the  departments  of  work.  The 
variety  offered  by  the  daily  programme  has  had  the  moral  and  intellect- 


INDUSTRIAL  EDUCATION  COMMISSION.  267 

ual  effect  expected,  and  an  unusual  degree  of  sober  earnestness  has  been 
shown.  The  wholesome  moral  eifeet  of  a  course  of  training  which 
interests  and  stimulates  the  ardor  of  the  student  is  most  marked. 
Parents  observe  the  beneficial  influence  of  occupation.  The  sugges- 
tions of  the  day  fill  the  mind  with  healthy  thoughts  and  appetites 
during  the  leisure  hours.  Success  in  drawing  or  workshop  has  often 
had  the  effect  of  arousing  the  ambition  in  mathematics  and  history, 
and  vice  versa.  Gradually  the  students  acquire  two  most  valuable 
habits  which  are  certain  to  influence  their  whole  lives,  namely  :  pre- 
cision and  method. 

u  The  habit  of  working  from  drawings  and  to  nice  measurements  has 
given  the  students  a  confidence  in  themselves  altogether  new.  This 
is  shown  in  the  readiness  with  which  they  undertake  the  execution  of 
small  commissions  in  behalf  of  the  school,  and  the  handiness  which 
they  display  at  home. 

uFrom  the  testimony  of  parents,  the  physical,  intellectual,  and 
moral  effect  of  the  school  is  exceedingly  satislactory." 

Upon  the  recommendation  of  the  superintendent,  graduates  of  the 
manual  training  school  will  be  admitted  without  examination  and 
free  of  condition  to  the  School  of  Mechanics  and  Engineering  of  Mich- 
igan University,  Ann  Arbor,  Mich. ;  Sibley  College,  Cornell  Univer- 
sity, Ithaca,  N.  Y. ;  School  of  Mechanics  and  Engineering,  Ohio 
State  University,  Columbus.  Ohio. 

EVENING  CLASSES. 

An  evening  department  is  also  maintained  under  the  joint  control 
of  the  board  of  .education  and  the  manual  training  school  directors. 

This  school  has  been  organized  to  meet  the  demand  of  a  large  num- 
ber of  young  people  whose  occupations  absorb  the  hours  of  the  day, 
but  who  desire  to  devote  a  portion  of  their  evenings  to  further  study 
in  elementary  and  technical  subjects. 

The  course  of  instruction  is  graded  to  conform  to  the  needs  of  the 
pupils,  and  will  be  advanced  from  year  to  year  as  the  classes  make 
progress.  Scientific  and  technical  subjects  are  illustrated  by  lectures, 
drawings  and  appropriate  apparatus.  Pupils  are  not  required  to  take 
the  full  course,  but  are  allowed  to  elect  such  topics  as  meet  their 
tastes  or  have  a  direct  bearing  upon  their  occupations. 

Thus  far  instruction  in  the  evening  classes  has  been  confined  to 
mathematics,  physics  and  drawing.  It  is  now  proposed  to  give  the 
evening  school  a  wider  scope,  and  to  cover  the  topics  of  the  day  schools 
so  far  as  a  demand  for  such  instruction  shall  be  made  to  appear,  upon 
application  of  a  sufficient  number  of  pupils.  No  class  will  be  organ- 
ized until  it  shall  be  made  to  appear  to  the  satisfaction  of  the  Super- 
intendent of  Public  Schools  that  not  less  than  twenty  pupils  will  give 
continuous  attendance  upon  the  course  of  instruction  demanded.  Upon 
such  application  and  information  classes  will  be  organized  and  in- 


REPORT  OP  THE 


struction  given  by  lectures  and  otherwise,  as  indicated  by  the  follow, 
ing  schedule: 

Term  of  Six  Months. 


SUBJECTS  OF  STUDY. 

Evenings. 

Hours. 

Thursdav. 
Friday. 
Thursday. 
Friday. 
Monday. 
Tuesday. 
Tuesday. 
Monday. 
(  Monday  and 
/  Tuesday. 
Tuesday. 
Friday. 

Thursday. 

Thursday. 
Thursday. 
Friday. 
Tuesday. 
Monday. 

Monday. 

Thursday. 
Thursday. 
Friday. 
Friday. 

Friday. 

7i  to   8| 
8|  to   9 
8i  to   9 
7    to   8 
7    to  8 
7    to  8 
8   to  9| 
8   to   91 

JTJto   9i 

8|  to  10 
8i  to   9| 

8i  to  9i 

8|  to  9i 
7i  to   8 
7|  to  9 
8    to   9 
8   to   9 

7|  to   81 

8i  to   9i 
7i  to   9i 
81  to   9i 
7i  to   8i 

8i  to   9| 

Intermediate,    

Advanced, 

Algebra, 

American  History,    

Book-keeping,                          .                         

Building  Construction,    

Botany 

Drawing  —  Free-hand,   Architectural,  Mechanical,  Orna- 
mental 

Debating  and  Literary  Society,  

English  Grammar 

Experimental  Physics  —  Light,  Heat,  Sound,  Electricity 
and  Magnetism,  ...          ... 
Ethics—  Rights  and  Duties.    The  Laws  of  Right  Conduct. 
Geography* 

Geology, 

Geometry,     ...          

German    Beginners  Elementary,  Advanced, 

Machine  Construction,              .                           

Mechanics,  Applied.  —  The  Scientific  Principles  relating  to 
Mechanical  Operations,  Mechan- 
ism and  Machinery,  ... 
Mechanics,  Theoretical.—  Statics,  Dynamic,  Hydrostatics 
and  Pneumatics,  

Ph  y  si  ol  ogy 

Physical  Geography,                                                                 .    . 

Political  Economy,   
Science  of  Government—  Civics,  Constitutional  History, 
etc.,     

Writing  and  Reading. 

The  instruction  in  drawing  is  of  especial  value  to  carpenters, 
joiners,  wood  workers,  masons,  bricklayers,  painters,  plasterers,  and 
includes  the  study  of  original  designs  as  applied  to  manufacture  of 
furniture,  ornamental  iron  work,  wall  and  ceiling  decorations,  etc. 

Brief  lectures  are  given  from  time  to  time  upon  important  topics, 
viz : 

Construction,  practical  geometrical  problems  ;  how  to  use  the  T-square,  set  square 
and  drawing  instruments,  bisecting  of  lines  ;  how  to  draw  and  indicate  center  lines, 
radical  lines  and  dimension  lines,  etc.,  line  shading,  brush  shading,  scale  drawing, 
detail  drawing  ;  how  to  construct  scales,  how  to  proportion  and  draw  hexagon  and 
square  nuts,  projection  of  plain  objects,  construction  of  block  letters,  plain  and 
oblique  projection  ;  how  to  indicate  the  section  of  different  materials,  free-hand 
sketching,  styles  of  architecture,  the  orders,  details,  perspective,  sketching,  scale 
drawing,  sheet  metal,  pattern  work,  projection  shading,  perspective  and  perspective 
shading. 

"These  lectures,  accompanied -by  drawing  and  illustrations  upon 
the  blackboard,  impart  instruction  that  requires  years  of  experience 
in  the  workshop  to  supply." 

October  1,  1884,  the  first  class  numbered  sixty  pupils — fifty  boys 
and  ten  girls. 


INDUSTRIAL  EDUCATION  COMMISSION.  269 

The  second  annual  report  of  the  school,  under  date  of  January  1, 
1887, says: 

u  The  attendance  upon  the  manual  training  school  is  optional,  yet 
the  day  classes  now  number  150;  and  the  evening  classes  50;  and  in 
addition  a  number  of  post  graduates  of  the  high  school  are  availing 
themselves  of  the  instruction  furnished  in  the  department  of  domestic 
economy. 

';  The  interest  in  the  work  of  this  school  continues  to  increase,  and 
it  is  belived  that  each  year  the  classes  will  increase  in  numbers. 
Other  communities  have  been  watching  the  example  of  Toledo  with 
great  interest.  The  letters  of  inquiry  and  personal  visits  from  all 
sections  of  the  country  indicate  the  widespread  interest  in  the  manual 
training  school  movement.  This  is  further  evidenced  by  the  atten- 
tion which  this  topic  has  received  in  the  leading  magazines  and  news- 
papers during  the  past  year.  Many  of  our  most  conservative  thinkers 
regard  this  practical  instruction  furnished  to  all  the  children  of  the 
State  and  within  the  reach  of  all,  as  one  of  the  most  promising  factors 
in  the  solution  of  social  problems." 


270  REPORT  OF  THE 


XVIII.  PENNSYLVANIA. 


1.   Carlisle  Indian  School. 

The  following  account  of  this  school  was  prepared  for  the  Commis 
*jion  by  the  superintendent,  Capt.  R.  H.  Pratt,  U.  S.  Army,  whose  re- 
markable success  in  the  training  of  uncivilized  Indian  youth  is  a  val- 
uable contribution  to  sociological  as  well  as  educational  science.  The 
part  played  by  manual  training  in  the  methods  of  the  school  is  by  no' 
means  its  least  important  or  least  interesting  feature : 

"  Industrial  education  as  practiced  at  this  school  presents  some 
features  not  usually  found  in  the  trade  school,  for  instance,  our  pupils 
have  as  beginners  generally  such  as  an  imperfect  knowledge  of  the 
English  language,  that  instruction  by  any  course  of  lessons  with  ex- 
planation of  process  or  methods  is  well  nigh  out  of  the  question.  Of 
necessity  therefore  skill  in  any  manual  occupation  has  to  be  mainly 
acquired  by  observation  and  practice. 

"As  a  consequence  of  these  conditions  the  education  obtained  is 
wholly  practical,  shoemaking  is  taught  by  making  shoes,  tinning  by 
making  tinware,  carpentering  by  working  with  carpenters  at  what- 
ever building  operations  are  in  progress  or  such  joiners'  work  as  may 
be  necessary,  and  so  on  through  all  the  departments  operated. 

"Not  only  is  this  system  the  only  one  open  to  us,  but  is  in  the  case 
of  undisciplined,  uneducated  minds  the  best  system  to  pursue.  There 
is  not  the  mental  ability  to  appreciate  a  progressive  technical  course 
of  operations  or  processes,  valuable  only  as  leading  to  a  desired 
mechanical  knowledge  and  which  also  depends  much  for  their  useful- 
ness or  oral  instruction  given ;  but  the  lowest  intellect  derives  satis- 
faction and  encouragement  from  being  able  to  produce  something 
complete,  as  a  tin  cup,  a  pair  of  shoes,  a  horseshoe,  or  a  table,  etc. 

u  The  ability  once  acquired  to  produce  a  complete  article,  all  that 
remains  to  be  done  is  to  strive  for  excellence  by  passing  on  to  the 
more  difficult  operations  in  each  trade. 

u  As  a  consequence  of  this  method  the  labor  of  the  pupil  becomes  at 
once  productive,  for  instance  we  make  all  the  shoes  needed  for  the 
school,  do  all  the  shoe  repairs,  make  all  the  clothing  for  both  boys 
and  girls,  make  for  the  Government  large  quantities  of  tinware,  har- 
ness and  wagons — print  two  papers;  a  weekly  with  a  circulation  of 
6,000,  and  a  monthly  of  about  3,000,  do  a  large  quantity  of  miscel- 
laneous printing,  do  almost  all  the  steam  fitting  and  pipe  work  of  the 
premises,  care  for  the  steam  boilers,  and  farm  300  acres  of  land  with 
the  aid  only  of  a  head  to  each  department ;  and  in  addition  place  out 


INDUSTRIAL  EDUCATION  COMMISSION.  271 

during  the  summer  season  from  200  to  300  of  our  students  as  farmers' 
helps. 

u  In  all  of  this  work  there  is  good  business  experience  for  the  student; 
large  quantities  of  raw  material  have  to  be  handled,  weighed,  tested, 
as  to  quality  and  stored — Government  contracts  have  to  be  filled  in 
a  given  time,  with  goods  of  a  uniform  grade,  which  have  to  be  packed, 
weighed,  marked  and  shipped  to  the  different  points  required,  so  that 
there  are  many  more  avenues  for  instruction  in  that  which  an  Indian 
or  any  youth  should  know  by  a  system  which  looks  to  the  manufac- 
ture of  merchantable  articles  over  one  that  merely  instructs,  but  does 
not  produce. 

;'  In  carrying  on  this  education,  simultaneously  with  a  literary,  we 
have  found  that  a  half  day  at  school  and  a  half  day  at  labor  has  given 
the  best  results.  All  departments  are  organized  with  two  complete 
sets  of  pupils,  one  being  at  school  when  the  other  is  at  work  so  a 
teacher  has  two  schools,  a  mechauical  instructor  two  sets  of  ap- 
prentices. 

'•  By  this  method  the  instructors  in  all  departments  have  smaller 
numbers  under  their  care  at  any  one  time  and  are  better  able  to  give 
individual  attention. 

"Under  the  system  outlined  there  have  been  under  instruction  during  the  school 
year  1888-9 boys  as  follows,  viz  : 


At  blacksmith  and  wagon  work,  ...  16 

At  shoemaking, 36 

At  printing, 18 

At  harnessmaking, 33 

At  steam  pipe  work, 10 

At  baking,       .    ." 4 


At  carpentering, 23 

At  tinning, 8 

At  tailoring, 35 

At  painting, 8 

At  iarming,     301 

At  care  of  boilers,    .  4 


"The  girls  are  instructed  in  all  that  pertains  to  household  and  laun- 
dry work,  plain  sewing,  dressmaking,  cooking  and  some  tailoring,  but 
nothing  has  been  attempted  for  the  girls  aside  from  these  usual  and 
necessary  lines. 

"  In  all  of  the  various  departments  of  girls'  work  excellence  is  at- 
tained by  some,  and  a  good  degree  of  proficiency  by  all.  The  same 
system  of  half  a  day  at  work  and  half  a  day  at  study  is  pursued  as 
with  the  boys. 

"  As  the  students  advance  a  small  per  diem  is  paid  for  the  work  done. 
These  payments  are  made  in  a  graduated  scale  as  follows,  viz  :  For 
the  first  four  months  there  is  no  pay,  then  at  the  rate  of  8  cents  per 
day  for  the  first  year,  1>2  cents  for  the  second  year,  and  24  cents,  the 
highest  attainable,  for  the  third  year  and  after,  and  in  the  heavy  work 
of  the  farm  in  summer,  24  cents  per  day.  This  in  the  aggregate  is 
not  a  heavy  amount,  but  small  as  it  is,  it  wonderfully  increases  the 
desire  of  the  student  to  learn  a  trade,  and  enables  us  to  teach  the 
value  of  money  and  economy  in  its  uses,  and  also  constitutes  an  im- 
portant element  of  control. 

"  Experience  has  demonstrated  that  literary  progress  is  almost  as 


272  REPORT  OF  THE 

great  under  the  half  day  system  with  an  evening  study  hour  as  by 
having  all  day  at  study,  while  the  gain  to  our  class  of  pupils  in  other 
ways  is  of  inestimable  value.  Then,  too,  surplus  energy  and  the  de- 
sire for  mischievous  pranks  are  much  modified  by  a  half  day's  hard 
work,  a  feature  worth  considering  where  there  are  several  hundred 
young  men  to  be  controlled. 

u  On  the  health  of  the  pupils,  industrial  training  has  great  value. 
Wielding  a  sledge  hammer  or  sawing  an  oak  plank  will  stand  in  rea- 
sonably good  stead  for  the  sparring  or  rowing  of  the  college  athlete. 

"  The  industrial  feature  of  the  school  has  also  another  element  of 
value  in  that  it  tends  to  preserve  an  equilibrium  between  the  abstract 
and  the  actual  in  education.  It  is  practical  application  of  the  lessons 
of  the  school  room  now,  and  at  not  some  future  time ;  it  also  gives  the 
student  an  advantage  by  opening  another  avenue  for  excellence 
which  he  may  pursue  simultaneously  with  his  scholastic  work ;  the 
dull  student  has  a  chance  to  achieve  honorable  success  in  a  different 
direction,  and  at  the  end  of  the  five  years'  school  course  the  pupil 
may  be  well  enough  equipped  in  his  chosen  trade  to  enter  the  labor 
market  and  make  his  own  living,  providing  he  is  not  barred  by  some 
of  the  many  oppressive  trade  organizations." 


2.  Haverford  College. 

A  machine  shop  was  established  in  1884.  It  is  equipped  with  all 
the  tools  necessary  for  instruction  in  carpenters'  and  machinists'  work, 
including  hand  and  machine  lathes,  planer,  shaper,  drill  press,  forge, 
vises,  etc.,  with  a  ten  horse-power  steam  engine  and  boiler. 

"  The  work  in  the  shop  is  conducted  by  means  of  progressive  exer- 
cises, combining  the  principles  met  with  in  machine  construction. 

"  The  students,  under  the  care  of  the  director,  are  taken  to  visit 
machine  shops  and  engineering  constructions  in  Philadelphia  and  its 
vicinity." 

3.  G-irard  College. 

The  following  statement  is  condensed  from  successive  annual  re- 
ports of  the  board  of  trustees : 

Very  soon  after  the  organization  of  the  college  the  great  impor- 
tance of  more  instruction  for  the  boys  in  the  use  of  tools  became 
apparent.  In  1848  a  committee  of  the  board  of  directors  recom- 
mended in  the  strongest  language  some  mechanical  instruction,  but 
from  some  cause,  no  satisfactory  teaching  was  then  introduced. 

The  executive  committee  in  April,  1873,  recommended  that  the 
trades  of  manufacturing  paper  boxes  and  tinware  should  be  taught, 
but  this  was  not  adopted. 

It  was  not  until  the  year  1881,  after  great  deliberation  and  an  elab- 


INDUSTRIAL  EDUCATION  COMMISSION.  273 

orate  report  from  a  special  committee,  that  the  board  carefully 
considering  three  plans  suggested  to  them,  First,  establishing  ma- 
chine shops  in  connection  with  the  school ;  Second*  a  large  establish- 
ment with  various  tools  and  appliances  suitable  to  many  trades,  with 
competent  instructors  in  each  branch;  Third,  elementary  instruc- 
tions only :  not  to  teach  a  trade  nor  secure  a  product,  but  to  train  the 
pupil  in  the  use  of  tools — instruction  not  construction,  in  fact  the 
Russian  system ;  adopted  the  last,  as  not  only  the  most  economical, 
but  best  adapted  to  introduction  into  the  college ;  the  first  two  plans 
being  not  only  expensive,  but  in  the  opinion  of  some  members  of  the 
board,  not  in  accordance  with  the  scheme  of  instruction  prescribed  by 
Mr.  Girard  for  the  education  ol  his  beneficiaries. 

Early  in  the  spring  of  1882,  mechanical  instruction  was  begun. 
Even  then,  however,  only  tentatively  and  in  the  single  branch  of  metal 
working.  This  trial  was  so  satisfactory  that  in  1883  an  appropriation 
was  made  for  erecting  a  commodious  and  properly  constructed  build- 
ing for  a  greater  variety  of  technical  teaching.  This  school  building, 
placed  in  the  north-west  part  of  the  college  grounds,  is  fifty-five  feet 
wide  by  one  hundred  and  fifty-five  feet  in  length,  two  stories  high, 
and  compares  in  its  details  of  construction  with  the  best  models  of 
workshops  of  this  character.  The  building  was  finished  in  December, 
1884,  and  formally  opened  with  appropriate  ceremonies  on  the  9th 
of  that  month.  Before  the  building  was  completed,  elementary  in 
struction  in  wood  work  was  introduced. 

On  the  9th  of  December,  1884,  more  extensive  workshops  having 
been  provided,  teaching  the  use  of  tools  on  wood-work  was  intro- 
duced, and  this  has  been  again  supplemented  by  the  erection  of  a 
suitable  building  for  a  smith  shop  and  foundry,  in  which  branches 
the  pupils  are  also  instructed.  Mechanical  and  geometrical  drawing 
are  now  taught  likewise.  It  is  not  our  intention  to  extend  this  branch 
of  instruction  any  farther,  unless  so  directed  by  the  light  of  experi- 
ence. We  believe  that  all  of  these  are  necessary  to  equip  a  lad  to  go 
out  from  the  college  and  take  his  place  among  the  young  mechanics 
of  our  country.  While  each  study  is  taught  to  every  pupil  old  enough 
to  handle  tools,  careful  supervision  by  the  master  soon  discovers  the 
particular  branch  in  which  each  seems  to  display  most  capacity ;  to 
which  after  he  has  gone  through  the  whole  curriculum,  he  is  per. 
mitted  to  devote  most  of  his  attention  during  the  residue  of  his  stay 
in  the  college. 

Students  are  taught  the  use  of  tools  and  how  to  handle4hem  in  the 
work  shop  as  they  are  taught  to  read,  write  and  cipher  in  the  school 
rooms ;  the  one  course  enabling  them  to  become  clerks,  book  keepers, 
conveyancers;  the  other,  machinists,  furnituremakers,  blacksmiths, 
cabinetmakers,  locksmiths,  and  to  obtain  employment  in  kindred 
trades. 

18  ED.  COM. 


274  REPORT  OF  THE 

PLAN  OF  INSTRUCTION. 

The  plan  of  instruction  proposed  to  accomplish  this  end  is  to  com- 
mence with  the  draughting  room,  where  the  beginner  is  required  to 
make  a  drawing  of  some  simple  article  or  piece  of  machinery,  which 
he  then  takes  to  the  wood- working  and  turning  department  and  works 
out  as  a  model  for  the  foundry,  where  he  is  taught  to  cast  it  in  metal. 
From  the  foundry  he  takes  his  casting  to  the  metal  bench  and  there 
completes  it  for  the  purpose  of  its  design.  This  finished  he  begins 
again  with  some  more  complicated  piece  of  work  in  the  daughting 
room,  going  through  the  same  routine  again  and  again  until  draughts- 
man, wood-worker,  turner,  forger  and  skilled  worker  in  metal  he 
either  goes  out  into  the  world  competent  to  earn  his  living,  at  least  in 
some  one  of  these  employments;  or  if,  in  the  judgement  of  the  super- 
intendent, the  lad,  still  under  eighteen  years  of  age,  is  sufficiently  in- 
structed in  each  branch,  and  shows  a  preference  for  one,  and  has  not 
yet  found  a  suitable  place,  he  may  be  permitted  to  make  himself  more 
perfect  in  that  one  which  he  prefers. 

Our  introduction  of  this  mechanical  instruction  seems  almost  provi- 
dential in  view  of  the  scareness  of  apprenticeships.  Up  to  almost 
the  end  of  the  year  1884  metal  work  alone  was  taught,  and  during 
that  year  only  about  one- third  of  the  boys  who  left  college  entered 
into  mechanical  pursuits;  of  those  who  left  during  1885,  and  since 
instruction  in  ordinary  wood  work  and  turning  has  been  introduced, 
two-thirds  have  obtained  work  in  mechanical  occupations. 

4.  The  Philadelphia  Manual  Training  School. 

"  The  Philadelphia  Manual  Training  School "  was  opened  in  Sep- 
tember, 1885,  with  about  one  hundred  and  twenty-five  pupils. 

The  object  of  the  school  as  stated  in  the  second  annual  catalogue t£  is 
the  education  of  all  the  faculties.  '  The  whole  boy  is  put  to  school.' 
He  learns  to  do  by  doing,  and  the  manual  training  school  thus  edu- 
cates men  who  shall  combine  in  one  person  the  thinker  and  the  doer. 

"  It  is  not  to  be  supposed  that  pupils  enter  the  school  merely  for 
the  purpose  of  becoming  mechanics.  The  school  has  a  far  broader 
aim  than  to  prepare  students  for  particular  trades.  Manual  training 
is  a  means  of  developing  to  a  high  degree  certain  faculties  such  as 
observation  and  judgment;  and,  given  with  the  other  studies  named 
above,  it  secures  a  truly  liberal,  intellectual  and  physical  development 
— a  more  symmetrical  education.  It  tends,  also,  to  foster  a  higher 
appreciation  of  the  value  and  dignity  of  intelligent  labor,  and  its  moral 
influence  is  immediate  and  wholesome." 

The  school  affords  to  students  who  have  finished  the  ordinary  gram- 
mar school  course  an  opportunity  to  continue  the  literary,  scientific 
and  mathematical  studies,  and  also  to  receive  a  thorough  course  in 
drawing  and  in  the  use  and  application  of  tools  in  the  industrial  arts. 


INDUSTRIAL  EDUCATION  COMMISSION.  275 

Promotions  to  the  manual  training  school  are  made  from  the  twelfth 
grade  of  the  boys'  grammer,  consolidated  and  combined  schools  ;  but 
no  boy  is  promoted  who  is  under  thirteen  years  of  age. 

ADMISSION. 

The  examination  for  promotion  includes  reading,  spelling,  grammar 
and  composition,  penmanship,  arithmetic,  geography,  United  States 
history  and  civil  government,  science  lessons,  drawing. 

A  minimum  average  of  50  per  cent,  is  required  in  reading,  language 
and  arithmetic,  and  a  general  average  of  65  per  cent,  in  all  branches. 

The  number  of  pupils  admitted  from  any  school  is  the  pro  rata  of 
the  number  from  that  school  who  pass  the  required  examination  to 
the  whole  number  who  can  be  received  into  the  manual  training  school. 
Schools  having  more  pupils  who  have  passed  the  examination  than 
can  be  received  have  their  respective  surplus  number  of  pupils  ad- 
mitted pro  rata  to  the  aggregate  number  of  vacancies  in  the  manual 
training  school  as  the  same  may  occur. 

The  pupils  of  each  school  are  admitted  in  the  order  of  their  averages. 

The  combined  course  of  study  covers  three  years,'  and  the  school- 
time  of  the  pupils  is  about  equally  divided  between  mental  and 
manual  exercises.  One  hour  per  day  is  given  to  drawing,  two  hours 
to  shop  work  and  three  hours  to  the  usual  academic  studies. 

The  course  of  study  embraces  five  parallel  lines,  as  follows : 

First.  A  course  in  language  and  literature,  including  the  structure 
and  use  of  English,  composition,  literature,  history,  social  science  and 
German. 

Second.  A  course  in  science  ard  applied  mathematics,  including 
geology,  physics,  chemistry,  physiology,  economic  botany,  mechanics, 
steam  and  electrical  engineering,  mensuration,  book-keeping  and 
surveying. 

Third.  A  course  in  pure  mathematics,  including  arithmetic,  geom- 
etry, algebra  and  plane  trigonometry. 

Fourth,  A  course  in  free-hand,  mechanical  and  architectural  draw- 
ing, designing  and  modeling. 

Fifth.  A  course  of  tool  instruction,  including  joinery,  pattern- 
making,  wood  turning,  wood-carving,  modeling,  forging,  soldering, 
brazing,  molding  and  casting,  vise  work  and  mechanical  construction. 

The  care  taken  to  avoid  narrowness  of  training  is  well  shown  by 
the  method  of  teaching  history. 

"  History  is  taught  in  its  principles  and  applications.  Special  at- 
tention is  given  to  the  development  of  free  governments,  the  progress 
of  civilization,  the  westward  course  of  empire,  industries  and  inven- 
tions, the  origin  of  American  laws  and  customs,  the  recognition  of 
human  rights,  the  empire  of  religion  and  morality,  and  the  relations 
of  man  and  men. 

"  In  American  History,  the  nation  is  the  chief  theme.     By  text  book 


276  REPORT  OF  THE 

and  by  standard  authorities,  by  library  and  by  newspaper,  by  lectures 
and  by  political  and  industrial  maps,  the  pupil  studies  the  nation. 
The  object  of  the  instruction  is  to  acquaint  the  pupil  with  the  nature 
of  the  institutions,  laws  and  customs  of  his  native  land,  and  to  incul- 
cate sound  views  of  his  duty  as  a  citizen. 

"General  History.    Textbook — Barnes — (Second  year). 

u  Special  study  of  the  history  of  Greece,  Rome,  England,  France  and 
Germany.  Readings  in  the  class  from  authorities.  Construction  of 
historical  maps  in  crayon  or  in  water  color. 

American  History  (Third year). — Text  book — Johnston's  Ameri- 
can Politics. 

Construction  by  the  student  of  industrial  and  economic  maps,  show- 
ing movements  of  populations ;  the  rise  of  political  parties ;  the  growth 
of  canals  and  railroads ;  the  acquisition  of  the  public  domain ;  the 
progress  of  the  country  in  business,  commerce,  agriculture,  education ; 
the  changes  in  State  and  in  Federal  Government  during  the  nine- 
teenth century. 

The  course  of  instruction  also  includes  the  study  of  Civil  Govern- 
ment in  America ;  the  origin  of  our  State  and  of  our  National  Govern- 
ment; the  functions  of  the  State;  the  executive,  the  judiciary,  the 
legislative ;  municipal  government,  with  special  reference  to  Phila- 
delphia; the  citizen  ;  immigration;  land  laws;  duties  of  public  offi- 
cers ;  citizenship,  its  duties  and  responsibilities." 

A  special  feature  of  the  school  is  the  class  visitation  to  the  various 
industrial  establishments,  for  the  purpose  of  making  a  personal  exam- 
ination of  the  various  processes  of  manufacture.  Similar  visits  are 
also  made  to  the  park  and  other  localities  for  the  purpose  of  geolog- 
ical investigation.  The  work  in  the  department  in  English  is  supple- 
mented by  compositions  on  various  industrial  topics,  which  likewise 
necessitate  a  visit  to  industrial  establishments,  for  the  purpose  of  gain 
ing  specific  information  on  the  subject  chosen.  The  pupils  are  gen- 
erally allowed  to  select  their  own  subjects  according  to  their  taste 
and  inclination.  Among  the  topics  selected  have  been  the  telephone, 
cotton-weaving,  modern  shipbuilding,  manufacture  of  flint  glass, 
ordnance,  coal  fields  of  Pennsylvania,  papermaking,  photography, 
pottery,  the  lumber  interests,  silk,  mining,  scales,  locomotives,  etc.,  etc. 

Within  three  years  the  school  has  increased  from  125  to  325.  In 
June,  1888,  some  twenty-five  or  thirty  applicants,  properly  qualified, 
were  debarred  from  admission  for  want  of  room. 

Of  the  first  class  which  was  graduated  in  June,  1888,  some  fifteen 
are  pursuing  their  studies  in  university  and  college,  and  the  remain- 
der have  had  little  difficulty  in  obtaining  positions,  principally  those 
in  which  skill  of  hand  and  administrative  ability  are  the  essential 
requisites. 

Among. the  interesting  practical  applications  of  the  knowledge  ob- 
tained in  the  school  may  be  mentioned  the  fact  that  the  apparatus 


INDUSTRIAL  EDUCATION  COMMISSION.  277 

needed  in  the  physical  department  is  made  by  the  boys  themselves. 
The  electric  lights,  also,  in  the  workshop,  and  the  clever  device  by 
which  the  clock  at  certain  hours  will  tap  the  bell  for  change  of  work, 
have  also  been  arranged  and  put  in  by  the  boys  themselves.  Ac- 
curacy of  judgment  as  well  as  deftness  of  hand  are  thus  developed. 

The  general  effect  of  this  kind  of  training  upon  pupils  is  well  stated 
in  the  following  extracts  from  a  rep  >rt  of  the  principal : 

"  As  the  pupils  advance  in  their  work,  and  realize  more  clearly  its 
significance,  the  tendency  to  remain  at  school  becomes  more  and 
more  marked,  notwithstanding  the  flattering  inducements  to  good 
positions  made  by  employers  desirous  of  securing  boys  skilled  in  the 
use  of  tools.  One  evidence  of  this  desire  to  finish  the  full  course  is 
seen  in  the  fact  that  but  one  pupil  has  withdrawn  from  the  senior 
class  since  the  first  of  September. 

"  The  beneficial  influence  of  manual  work  is  shown  in  the  discipline 
of  the  school.  The  restless  activities  of  the  boys,  instead  of  finding 
expression  in  breaches  of  conduct,  find  a  healthy  outlet  in  every  blow 
of  the  hammer  or  push  of  the  plane.  As  a  consequence,  the  disci- 
pline of  the  school  takes  care  of  itself  without  resorting  to  the  sus- 
pension of  the  pupil,  or  to  his  degredation  by  giving  him  4  demerit ' 
marks. 

"  A  high  moral  tone  pervades  the  school,  and  throughout  all  its  de- 
partments a  spirit  of  hearty  cooperation  on  the  part  of  the  pupils 
makes  the  labor  of  instruction  pleasant  and  effective.  The  ability  to 
execute  with  the  hand  what  the  mind  plans,  fosters  a  spirit  of  self- 
reliance  and  manliness,  and  goes  far  toward  the  development  of 
character. 

"  Manual  training  relieves  school  life  of  much  of  the  weariness  and 
frequent  stupor  incidental  to  purely  mental  effort,  the  alternation  of 
hand  with  mind  work  making  them  mutually  restful,  beneficial  and 
harmonious,  thus  reacting  favorably  on  the  purely  literary  work,  in- 
stead of  antagonizing  it ;  it  equips  the  pupil  with  a  clearer  and  truer 
insight  into  the  meaning  of  life  ;  fosters  habits  of  industry,  accuracy 
and  physical  activity  ;  dignifies  and  elevates  labor ;  develops  the  cre- 
ative faculty,  and  begets  a  feeling  of  confidence  and  independence 
based  upon  the  conscious  possession  of  useful  practical  knowledge." 

After  a  public  exhibition  of  work  done  in  the  school  a  leading  news- 
paper bore  the  following  testimony  : 

"  Not  less  admirable  than  the  work  with  tools — possibly  more 
so — was  the  evidence  of  improved  methods  of  work  in  the  regu- 
lar branches  which  this  association  of  hand  skill  with  head  work 
has  developed  in  this  school.  The  very  great  use  that  was  made 
of  drawing,  for  example,  was  a  most  admirable  feature.  Charts  and 
tables  for  the  systematic  record  of  all  sorts  of  knowledge,  political, 
economic,  physiological,  geographical,  astronomical,  and  what  not 
these  were  all  tabulated  and  presented  by  graphic  methods  by  means 


278  REPORT  OP  THE 

of  charts  prepared  by  the  pupils.  Nothing  could  be  better  than  this , 
nothing  shown  here  illustrates  better  the  value  as  a  factor  in  general 
education  of  this  training  of  the  doing  power." 

The  strong  footing  which  this  institution  has  secured  in  the  short 
time  since  its  establisement  is  shown  in  the  following  extract  from  the 
annual  report  of  the  president  of  the  board,  published  in  February, 
1889: 

"  The  introduction  of  machinery  into  all  branches  of  manufacture 
has  changed  the  whole  industrial  world.  The  apprenticeship  system 
of  the  past  generation  has  become  obsolete,  and  nothing  beyond  tem- 
porary expedient  has  yet  taken  its  place.  Industrial  training  in  con- 
nection with  our  public  school  system  appears  to  afford  the  only 
practical  way  of  solving  the  problem  thus  presented.  The  board  of 
education  in  1885,  by  great  effort,  succeeded  in  getting  a  small  appro- 
priation for  a  manual  training  school  by  way  of  experiment,  and  in 
September  of  that  year  the  manual  training  school  was  opened.  This 
school  is  not  intended  to  fill  the  place  of  the  high  school.  Neither  is 
-it  a  school  to  teach  particular  trades.  In  June,  1888,  the  first  class 
graduated  from  this  school.  The  report  of  the  principal  of  the  school 
to  which  particular  attention  is  invited,  shows  that  its  graduates  are 
in  demand  in  'various  industrial  occupations.  The  manual  training 
school  is  no  longer  an  experiment,  but  an  assured  success.  It  has 
now  310  pupils,  and  the  building  is  crowded  to  its  full  capacity.  A 
number  of  properly  qualified  applicants  were  unable  to  obtain  admis- 
sion last  June  for  the  want  of  room  to  accommodate  them.  Judging 
from  the  experience  of  these  three  years,  and  the  substantial  evidence 
of  the  good  accomplished  by  this  school,  we  have  no  doubt  that  in 
June  next,  200  or  more  properly  qualified  applicants  will  be  turned 
away  for  lack  of  accommodation. 

"  We  need  now  in  the  north-eastern  section  of  our  city  another 
manual  training  school  of  the  capacity  of  the  present  school,  and 
conducted  upon  the  same  plan.  Such  a  school  would  be  filled  as  soon 
as  it  could  be  provided,  and  I  am  fully  persuaded  that  district  manual 
training  schools  to  the  number  of  five  or  six  will  be  necessary  within 
a  few  years  to  meet  the  requirements  of  our  people." 

The  course  of  work  in  wood  and  metal  is  shown  on  the  following 
plates : 


INDUSTRIAL  EDUCATION  COMMISSION. 
Work  in  Wood  Shop  (first  year). — Joinery. 


279 


zr-.  Joint. 

Mortise  and  Tenon. 


No.    8.  Mitre  Joint.  No.  16.  Dovetail  Brace. 

No.    9.  Halved  Corner.  No.  16.  Nailing Exercises. 

No.  10.  Secret  Slip  Mortise  and  Tenon.  No.  17.  Secret  Dovetail. 

No.  11.  Dovetail. halved  across.  No.  18.  DovetailJomt. 

No.  12.  Square  Butt,  No.  19.  Dovetail  Joint. 

No.  13.  Mortise  and  Tenon.  N->.  20.  Bevel  Dovetail. 

No.  14.  Dovetail  Butt.  No.  21.  Drawer  DovetaiL 


280  REPORT  OF  THE 

Work  in  Metal  Shop — Chipping,  Filing  and  Fitting  (-first  year). 


Nos.l-2.    Washers. 
No.  3.    Grate. 
No.  4.    Bracket. 
No.  5.    Check  Washer. 
No.  6.    Journal  Brass. 


No.  7.    Wrench. 

No.  8.    Door  and  Frame. 

No.  9.    Hollow  Cube  with  transverse  cylinders. 

No.  10.  Quarter  turn  (pipe). 

No.  11.  T  Joint  (pipe). 


INDUSTRIAL  EDUCATION  COMMISSION. 
Work  in   Wood  Shop  second  year. — Pattern- Making. 


281 


No.  1.  Washer. 

No.  2.  Washer. 

No.  3.  Grate. 

No.  4.  Bracket. 

No.  5.  Check  Washer. 

No.  6.  Journal  Brass. 


No.    7.  Wrench. 

No.    8.  Door  and  Frame. 

No.    9.  Hollow  Cube  with  transverse  cylinders. 

No.  10.  Ouarter  Turn  (pipe). 

No.  11.  T  Joint  (pipe). 


282 


KEPOET  OF  THE 


Exercises  in   Tinsmithing  (second  year). 

1.  Soldering  (piain  seam).    '2.  Soldering  (lock  seam),    3-4.  Pipe-Joints.    6.  Corner  of  Seamless  Pan.    6.  Seamless  Pan.    7.  Tincup.    8.  Dishpan 


Exercises  in  Forging  (second  year). 


Nos.  1-2-3.  Exercises  in  Draw-  No.    7.  Split  Ring. 

ing  Out.  No.    8.  Square. 

No.  4.  Ring  (butt  joint).  No.    9.  Split  Exercise. 

No.  5.  Ring  (scarf  joint).          No.  JO.  Holt. 
No.  6.  Seamless  Ring.  No.  11.  Bolt. 


No.  12.  Eyo  Bolt  and  Ring.  No.  17.  Welding  (split). 

No.  13.  Chain  and  Hook.  No.  18.  Tongs. 

No.  14.  Hexagonal  Plug.  No.  19.  Cold  Chisel  (cape). 

No.  15.  Welding  (butt).  No.  20.  Cold  Chisel  (flat). 

No.  16.  Welding  (scarf).  No.  21-22,  etc.  Turning  Tools. 


INDUSTRIAL  EDUCATION  COMMISSION.  283 

5.  The  Pennsylvania  Museum  and  School  of  Industrial  Art,  Philadelphia. 

The  Pennsylvania  Museum  and  School  of  Industrial  Art  was  incor- 
porated on  the  twenty-sixth  day  of  February,  1876,  for  the  purpose, 
as  stated  in  its  charter,  of  establishing  "  for  the  State  of  Pennsylva- 
nia, in  the  city  of  Philadelphia,  a  museum  of  art  in  all  its  branches 
and  technical  applications,  and  with  a  special  view  to  the  develop- 
ment of  the  art  industries  of  the  State  ;  to  provide  instruction  in 
drawing,  painting,  modeling,  designing,  etc.,  through  practical  schools, 
special  libraries,  lectures  and  otherwise.  The  institution  to  be  similar 
in  its  general  features  to  the  South  Konsington  Museum  of  London." 

The  purpose  of  the  institution  as  thus  defined  is  distinctly  indus- 
trial. The  collections  at  Memorial  Hall,  where  the  museum  is  located, 
embrace  examples  of  art  work  of  every  description ;  but  as  the  city 
already  possesses,  in  the  Pennyslvania  Academy  of  the  Fine  Arts,  an 
institution  devoted  to  the  advancement  of  the  fine  arts,  it  was  deter- 
mined by  the  founders  to  make  the  collections  of  the  Pennsylvania 
Museum  as  largely  as  possible  illustrative  of  the  application  of  art  to 
industry,  and  the  instruction  in  the  school  has  constant  reference  to  a 
similar  purpose. 

The  institution  owes  its  origin  to  the  increased  interest  in  art  and 
art  education  which  was  awakened  by  the  Centennial  Exhibition  of 
1876. 

Pending  the  incorporation  of  the  institution,  a  fund  of  $50,000  was 
subscribed,  with  which  to  make  purchases  at  the  exhibition.  In  the 
selection  of  objects  the  trustees  had  the  benefit  of  the  advice  of  the 
foreign  commissioners  to  the  exhibition,  and  in  several  instances  the 
institution  was  the  recipient  of  valuable  gifts  from  individual  exhib- 
itors. Around  the  nucleus  thus  formed  the  museum  has  grown  by  pur- 
chase, gift  and  bequest  to  its  present  proportions,  numbering  in  its 
collections  upwards  of  ten  thousand  objects. 

The  major  part  of  the  collection  of  the  products  and  manufactures 
of  British  India,  which  was  shown  at  the  Centennial  Exhibition,  was 
presented  to  the  museum  by  the  British  government  at  the  close  of  that 
exhibition.  It  occupies  the  whole  of  the  west  corridor  at  Memorial 
Hall. 

The  Moore  memorial  collection  of  objects  of  art,  presented  to  the 
museum  by  Mrs.  Bloomfield  H.  Moore  as  a  memorial  of  her  late  hus 
band,  occupies  the  entire  east  corridor.  It  contains  exquisite  exam- 
ples of  lace,  embroidery,  fans,  jewelry,  pottery  and  porcelain,  metal 
work,  enamels,  carved  work  in  ivory  and  in  wood,  tapestries  and  pic- 
tures. 

The  museum  also  possesses  several  smaller  collections,  sufficiently 
complete  in  themselves  to  be  regarded  as  fairly  representative  of  the 
departments  to  which  they  belong.     Of  these,  the  Casper  Clark  collec 
tion  of  Persian  metal  work,  pottery  and  textiles  ;  the  Vaux  collection 


284  REPORT  OF  THE 

of  ancient  pottery,  and  the  Castellan!  collection  of  textiles  are,  per- 
haps, the  most  important. 

In  addition  to  its  actual  possessions,  the  museum  is  constantly  re- 
ceiving accessions  in  the  form  of  loans  of  a  more  or  less  permanent 
character,  by  which  the  element  of  freshness  is  secured,  and  popular 
interest  in  the  collections  continually  renewed. 

The  purpose  of  the  school  is  to  furnish  instruction  in  drawing,  paint- 
ing, modeling,  carving  and  designing  as  is  required  by  designers, 
superintendents  and  workmen  in  the  various  constructive  and  deco- 
rative arts,  and  to  serve  as  a  training  school  for  teachers  of  these 
branches. 

It  was  opened  during  the  winter  of  1877-'78  in  temporary  rooms  in 
industrial  art  hall. 

The  classes  were  very  small  for  several  years,  but  the  attendance 
has  increased  rapidly  since  1884. 

Up  to  1884  the  work  of  the  classes  was  confined  to  the  general 
courses  in  drawing,  painting  and  modeling,  with  constant  regard  to 
the  needs  of  the  industries,  it  is  true,  but  without  attempting  to  pro- 
vide instruction  in  any  of  the  occupations  themselves,  which  it  was 
hoped  would  be  directly  benefited  by  the  training  which  the  students 
received  here. 

The  need  of  providing  facilities  for  such  technical  instruction,  how- 
ever, became  apparent  very  early  in  the  history  of  the  school,  as  it 
was  seen  that  only  by  this  means  could  the  proper  direction  be  given 
to  such  purely  artistic  training  as  the  school  had  to  offer,  by  familiar- 
izing the  students  with  the  processes  by  which  any  industrial  applica- 
tion of  design  would  have  to  be  made. 

The  committee  desires  to  call  especial  attention  to  the  work  accom- 
plished by  the 

DEPARTMENT  OF  WEAVING  AND  TEXTILE  DESIGN. 

The  Philadelphia  Association  of  Textile  Manufacturers  was  formed 
in  1882,  and  among  the  objects  for  which  it  was  specially  created  was 
the  fostering  of  technical  education.  Its  members  represented  the 
progressive  element  of  the  manuiacturing  community  of  Philadelphia 
and  vicinity.  These  gentlemen  were  fully  aware  of  the  progress  of 
technical  schools  for  the  textile  arts  in  Germany,  France  and  Eng- 
land, and  were  persuaded  that  the  United  States  could  not  hope  to 
maintain  the  best  market  for  her  products  unless  those  products  com- 
bined the  highest  skill  in  manufacture  and  the  best  taste  in  design- 
At  that  time  no  thorough  school  existed  in  this  country,  and  it  was 
necessary  to  begin  at  the  foundation  of  the  work,  without  previous 
knowledge  of  the  exact  methods  to  be  adopted  or  the  means  to  be 
employed  to  reach  the  desired  end. 

It  was  apparent  that  considerable  money  must  be  raised  to  properly 


INDUSTRIAL  EDUCATION  COMMISSION.  285 

lay  the  foundation  for  a  successful  school.  The  sum  of  $50,000  was 
fixed  upon  as  the  minimum  amount  with  which  to  inaugurate  the 
work,  and  the  association  endeavored  to  obtain  this  sum  from  the 
manufacturers  of  Philadelphia  by  subscription ;  but,  as  with  every 
public-spirited  enterprise,  a  few  leading  men  and  firms  bore  the  bur- 
den of  the  work,  and  the  subscriptions  finally  closed  at  $35,000,  all  of 
which  was  subscribed  with  the  understanding  that  no  call  should  be 
made  unless  the  entire  $50.000  was  secured.  This  sum  was  never 
reached  and  the  whole  enterprise  seemed  likely  to  be  abandoned. 

At  this  juncture  a  few  of  the  individuals  who  had  been  actively  en- 
gaged in  the  effort  to  raise  the  $50,000,  despairing  of  success  in  that 
direction,  concluded  to  assume  the  responsibility  of  attempting  the 
work  without  the  aid  of  any  subscriptions.  The  project  was  made 
known  to  the  trustees  of  the  Pennsylvania  Museum  and  School  of  In- 
dustrial Art,  who  very  kindly  placed  rooms  in  their  school  building 
at  their  disposal  without  charge.  Teachers  were  engaged,  two  Jac- 
quard  looms  were  ordered  and  a  night  class  of  enthusiastic  students 
organized  in  1883.  The  outfit  was  necessarily  limited,  but  was 
increased  without  delay,  as  experience  showed  the  needs  to  be  sup- 
plied. Only  men  of  acknowledged  skill  were  engaged  as  teachers,  a 
fact  which  greatly  assisted  the  projectors  of  the  enterprise  and  won 
for  the  school  the  confidence  of  the  community. 

At  a  meeting  of  the  Philadelphia  Textile  Association  held  at  this 
time  the  subject  was  again  discussed,  and  the  association  decided  that 
it  would  be  wise  to  sustain  the  enterprise,  and  recommended  the  sub- 
scribers to  the  $50,000  fund  to  turn  over  the  amount  of  their  subscrip- 
tion to  its  use.  Nearly  $30,000  out  of  the  original  $35,000  was  trans- 
ferred in  this  way,  twenty-five  per  cent,  of  which  was  authorized  to 
be  paid  in  for  the  use  of  the  school  in  cash. 

The  following  season  President  William  Platt  Pepper,  of  the  Penn- 
sylvania Museum  and  School  of  Industrial  Art,  undertook  to  raise 
funds  for  the  erection  of  a  building  for  the  use  of  the  school.  Hesuc- 
ceeed,  within  a  very  few  days,  in  securing  the  amount  needed ;  the 
building  was  completed  in  time  for  the  new  school  year.  The 
leading  manufacturers  of  machinery  responded  very  generously 
to  an  appeal  to  supply  the  institution  with  the  very  best  machinery; 
and  the  evening  class  of  1884-85  was  progressive  and  enthusiastic, 
acknowledging  the  great  benefit  they  derived  from  the  connection 
with  the  school. 

In  September,  1885,  the  instructors  were  regularly  engaged  to  give 
their  whole  time  to  the  school,  and  a  day  class  was  organized  to  specially 
prepare  young  men  for  the  higher  departments  of  their  work,  by  means 
of  a  regular  course  of  instruction,  extending  over  a  period  of  three  years. 
The  season  of  1885-86  was  prosperous  and  proved  conclusively  that 
such  a  school  must  not  only  be  a  great  addition  to  a  manufacturing 
community  like  Philadelphia,  but  an  element  of  strength  to  the  whole 


REPORT  OF  THE 

country.  Friends  of  the  enterprise  visited  the  best  schools  of  Europe 
in  the  interest  of  this  institution,  and  whenever  methods  were  found 
superior  to  our  own,  they  were  unhesitatingly  put  into  practice,  until 
to-day  the  management  feel  that  they  are  entirely  ready  to  supply 
the  want  that  has  so  long  been  pressing  on  the  country. 

It  is  no  longer  incumbent  upon  anyone  to  visit  Europe  for  technical 
instruction  in  textile  art,  as  this  school  is  fully  prepared  to  supply 
technical  information  on  all  subjects  connected  there  with:  Designing, 
weaving,  dyeing,  finishing,  cleansing  of  raw  materials,  all  being  pro- 
vided for,  as  shown  by  the  curriculum. 

Tho  school  is  located  in  the  building  1336  Spring  Garden  street, 
which  has  been  purchased  by  the  trustees  with  funds  provided  for  this 
purpose  by  the  associate  committee  of  women  and  adapted  to  the 
needs  of  the  classes  in  the  most  thorough  manner. 

The  work  of  each  department  or  class  is  carried  on  in  a  room  by 
itself,  so  that  the  annoyances  and  interruptions  inseparable  from  the 
assembling  of  large  classes  and  different  grades  of  work  in  a  common 
room  are  avoided. 

The  building  contains  a  lecture  room ;  a  library  and  reading  room ; 
a  room  for  elementary  work  from  casts  and  models ;  a  gallery  for 
advanced  work  from  the  cast ;  one  for  the  life  class ;  a  room  for  the 
grinding  and  preparation  of  colors ;  one  for  the  work  in  applied  design ; 
one  for  modeling ;  one  for  wood  carving ;  and  a  suite  of  rooms  for  the 
class  in  weaving  and  textile  design.  The  chemical  laboratory  and  dye 
houses  are  located  in  another  building  close  by. 

The  school  is  under  the  immediate  supervision  and  receives  the 
active  support  of  the  associate  committee  of  women,  who  act  conjointly 
with  the  board  of  trustees  in  managing  the  affairs  of  the  Pennsylvania 
Museum  and  School  of  Industrial  Art.  This  committee  now  numbers 
thirty  women. 

The  committee  was  organized  in  1883  and  it  has  (besides  greatly 
increasing  the  list  of  members,  by  whose  subscriptions  the  institution 
is  largely  supported)  paid  over  since  that  time  to  the  trustees  $27,400 
for  carrying  on  the  work  of  the  school  and  advancing  the  interests  of 
the  whole  institution. 

REQUIREMENTS  FOR  ADMISSION. 

Applicants  for  admission  are  expected  to  be  as  proficient  in  the 
common  English  branches  as  the  completion  of  the  grammar  school 
course  would  imply.  All  applicants  must  also  pass  an  examination 
in  free-hand  drawing.  Students  in  the  textile  and  chemical  depart- 
ments must  also  pass  an  examination  in  arithmetic  (through  per- 
centage). 

The  fee  for  the  day  class  in  any  department  of  the  general  course  is 
$40  a  year.  Students  entering  for  less  than  a  year  pay  at  the  rate  of 
$8  a  month. 


INDUSTRIAL  EDUCATION  COMMISSION.  287 

The  fee  for  the  evening  class  is  $10  a  year,  or  $5  for  each  term  of 
three  months. 

The  fee  for  the  teachers'  class  is  the  same  as  that  for  the  evening 
class. 

In  the  special  courses  as  follows: 

Weaving  and  textile  design,  day  class,  $100  a  year ;  evening  class, 
$15  a  year.  Chemistry  and  dyeing,  day  class,  $100;  evening  class, 
$15  a  year.  Pupils  in  the  chemical  department — day  class — are  re- 
quired to  make  a  deposit  of  $10,  to  cover  breakage,  which  must  be 
settled  for  semi-annually.  Wood  carving,  $50  a  year,  or  $10  a  month. 

Instruments  and  materials  for  study  must  be  provided  by  the  stu- 
dents. All  articles  required  in  any  class  are  lor  sale  at  the  school  at 
less  than  retail  prices,  and  students  are  expected  to  purchase  them 
here. 

Graduates  from  the  regular  course  may  continue  in  the  school  for 
advanced  study  without  payment  of  fees,  on  condition  that  they  de- 
vote a  certain  amount  of  time  to  teaching  in  the  school  or  to  other  art 
work  for  the  promotion  of  the  interests  of  the  institution. 

The  courses  in  the  different  departments  are  as  follows : 

GENERAL  COURSE. 

The  general  course  of  study  embraces  drawing  and  painting  in  water 
colors  from  models,  casts,  draperies  and  still  life;  lettering;  plane 
and  descriptive  geometry;  projections,  with  their  application  to 
machine  drawing  and  to  cabinet  work  and  carpentry ;  shadows,  per- 
spective, modeling  and  casting;  practice  in  the  use  of  color,  with 
special  reference  to  the  needs  of  designers — especially  in  textiles; 
historical  ornament,  study  from  the  living  model  and  original  design. 
The  instrumental  drawing  is  taught  by  means  of  class  lessons  or  lec- 
tures, and  lectures  are  also  given  on  anatomy  and  historical  ornament, 
upon  which  examinations  for  certificates  are  based. 

INDUSTRIAL  DRAWING. 

Class  A. 

EXERCISES. 

Free-hand  Drawing. 

(1)  Drawing  of  ornament  from  casts  in  charcoal,  pen-and-ink  and  crayon. 

(2)  Model  drawing  in  charcoal,  pen-and-ink  and  crayon. 

(3)  Drawing  of  pieces  of  furniture,  chairs,  tables,  etc. 

(4)  Studies  of  drapery  in  crayon,  pen-and-ink,  wash,  etc. 

(5)  Studies  of  objects  of  industrial  art  from  the  museum. 

(6)  Studies  of  flowers  and  foliage  from  nature,  in  charcoal,  pen-and-ink  and  water 

color. 

(7)  Lettering. 

(8)  Analysis  of  plants  for  the  purpose  of  design. 

(9)  Original  designs,  from  natural  forms. 
(10)  Studies  in  historic  ornament. 

(IP  Design  applied  to  surface  decoration,  flat  or  in  relief. 


28&  REPORT  OF  THE 

Instrumental  Drawing. 

(12)  Exercises 'with  instruments  (construction  of  plane  figures,  line  shading,  etc.). 

(13)  Plans  and  elevations  of  buildings  and  machinery. 

(14)  Descriptive  geometry  (intersections  and  developments). 

(15)  Perspective. 

EXAMINATIONS. 

(1)  Plane  geometrical  drawing. 

(2)  Projections. 

(3)  Descriptive  geometry. 

(4)  Perspective. 
(5^  Model  drawing. 

(6)  Drawing  from  memory. 

(7)  Historical  ornament,  a  written  paper,  illustrated  by  drawings. 

(This  class  attends  lectures  once  a  week  on  geometry  in  all  its  applications  to 
drawing ;  and  once  a  week  on  perspective,  on  the  principles  of  design,  on  historical 
ornament,  or  some  other  subject  directly  related  to  the  worK  of  the  class-room.) 

ADVANCED  DRAWING  CLASS. 
Class  B. 

This  class  is  for  the  thorough  study  of  the  figure  from  the  cast  and 
from  the  living  model.  Students  are  admitted  to  this  class  only  after 
completing  the  work  of  the  preceding  class  A,  or,  in  the  case  of  those 
who  do  not  desire  to  complete  the  course,  or  who  have  received  their 
preliminary  training  in  other  institutions,  on  passing  a  satisfactory 
examination  in  drawing  the  human  figure,  either  from  life  or  from 
the  cast. 

The  life  class  works  from  the  draped  model,  and  each  pose  is  ar- 
ranged with  as  much  reference  to  the  study,  either  of  historical  cos- 
tume or  of  beauty  of  decorative  effect,  as  of  the  figure  itself. 

This  class  is  under  the  personal  instruction  of  the  principal. 

DECORATIVE  PAINTING  AND  APPLIED  DESIGN. 

Class  C. 
EXERCISES. 

(1)  Enlargement  and  reduction  of  colored  ornament,  from  plates  and  from  actual 

fabrics,  carpets,  wall  papers,  etc. 

(2)  Exercises  with  instruments.     Drawing  of  geometrical  patterns  from  plates  and 

fabrics.     (For  students  who  have  not  taken  the  certificate  of  Class  A.) 

(3)  Grinding  and  preparation  of  colors. 

(4)  Studies  in  color  harmony,  consisting  of  original  designs  treated   in    different 

schemes  of  color. 

(5)  Studies  of  plants  and  flowers  from  nature. 

(6)  Studies  of  groups,  draperies,  etc. 
1^7)  Studies  of  objects  from  the  museum. 

(8)  Original  designs  for  painted,  printed  and  woven  ornament,  lace,  embroidery,  etc. 

EXAMINATIONS. 

(1)  Time  sketch  in  water  colors  of  flowers  or  a  group  of  objects. 

(2)  Exercises  in  color  harmony,  in  water  colors. 

(3)  Paper  on  the  origin  and  chemistry  of  pigments. 

(4)  Paper  on  principles  of  design  in  surface  decoration. 


INDUSTRIAL  EDUCATION  COMMISSION.  289 

(5)  Description  of  lithography,  engraving  and  etching,  porcelain  and  pottery  dec- 
oration, fresco  painting,  mosaic  work,  inlays,  colored  glass  work. 
(This  class  attends  the  lectures  on  harmony  of  color,  on  historical  ornament  and 
on  principles  of  decorative  design. ) 

MODELING  CLASS. 

Class  D. 

EXERCISES. 

In  Clay. 

(1)  Studies  of  ornament  from  casts. 

(2)  Studies  of  details  of  human  figure  from  casts. 

(3)  Studies  of  animal  from  casts. 

(4)  Studies  of  ornament  from  prints  and  photographs. 

(5)  Studies  of  the  living  model. 

(6)  Original  designs  for  wood  or  stone  carving,  and  for  stucco  work. 

(7)  Original  designs  for  ornament  in  terra  cotta. 

TEACHERS'  CLASS. 
( For  those  employed  as  teachers  in  either  public  or  private  schools. ) 

EXERCISES. 

0  Free-hand  Work. 

(1)  Drawing  of  ornament  from  the  cast. 

(2)  Drawing  from  models. 

(3)  Drawing  pieces  of  furniture,  as  chairs,  tables,  etc. 

(4)  Foliage  from  nature. 

(5)  Analysis  of  plants  for  the  purpose  of  design. 

(6)  Elementary  design. 

(7)  Studies  of  historic  oinament. 

(8)  Applied  design. 

(9)  Drawing  from  dictation. 

(10)  Modeling,  with  special  reference  to  the  work  of  the  kindergarten 

Instrumental  Work. 

(11)  Plane  geometrical  drawing. 

(12)  Elements  of  projection. 

(13)  Elements  of  perspective. 

Examinations.  » 

(1)  Model  drawing. 

(2)  Drawing  from  dictation. 

(3)  Plane  geometrical  drawing. 

(4)  Elements  of  projection. 

(5)  Elements  of  perspective. 

(6)  Drawing  on  the  blackboard. 

TEACHERS'  CLASS. 

(For  those  employed  as  teachers  in  either  public  or  private  schools  ) 

EXERCISES. 
Free-hand  Work. 

(1)  Drawing  of  ornament  from  the  cast. 

(2)  Drawing  from  models. 

(3)  Drawing  pieces  of  furniture,  as  chairs,  tables,  etc. 

19  ED.  COM. 


290  REPORT  OF  THE 

(4)  Foliage  from  nature. 

(5)  Analysis  of  plants  for  the  purpose  of  design. 

(6)  Elementary  design. 

(7)  Studies  of  historic  ornament. 

(8)  Applied  design. 

(9)  Drawing  from  dictation. 

( 10)  Modeling,  with  special  reference  to  the  work  of  the  kindergarten. 

Instrumental  Work. 

(11)  Plane  geometrical  drawing. 

(12)  Elements  of  projection. 

(13)  Elements  of  perspective. 

Examinations. 

(1)  Model  drawing. 

(2)  Drawing  from  dictation. 

(3)  Plane  geometrical  drawing. 

(4)  Elements  o£, project! on. 

(5)  Elements  of  perspective. 

(6)  Drawing  on  the  blackboard. 

This  course  is  arranged  for  the  benefit  of  those  who,  while  unable 
to  devote  as  much  time  to  the  work  of  this  school  as  would  be  re- 
quired to  complete  the  regular  course  covered  by  the  certificate,  are 
yet  desirous  of  properly  qualifying  themselves  either  to  teach  draw- 
ing in  any  elementary  school  or  to  make  a  good  use  of  the  blackboard 
in  teaching  other  branches. 

Especial  attention  is  paid  to  this  last  consideration,  and  classes  in 
blackboard  work,  under  the  personal  instruction  of  the  principal, 
meet  every  Tuesday  afternoon  for  just  such  practice  as  is  particularly 
desired  by  kindergarteners  and  primary  school  teachers. 

DEPARTMENT  OP  WEAVING  AND  TEXTILE  DESIGN. 
COURSE  OF  STUDY. 

Day  Class — Requiring  a  three  years*  attendance  at  school. 
FIRST  YBAB'S  COURSE. 

A  general  study  of  nature  of  materials  used  in  weaving  textile  fabrics,  explana- 
tion of  the  necessary  materials  and  instruments  used  by  designers. 

Drawing-in  of  harness — Straight  draws  ;  broken  draws  ;  point  draws  ;  section 
draws  ;  straight  double  draws  ;  mixed  or  irregular  draws. 

Reeds  and  reed  calculations. 

Dressing  of  warps,  and  calculations  for  same  ;  beaming. 

WEAVES. 

A. — Ground  or  Foundation  Weaves. 

I.  The  hand  loom  analyzed  and  explained. 

II.  Plain  or  cotton  weave  and  fancy  figuring  through  color  arrangements  in  warp 
and  filling,  for  light  weight  fabrics. 

III.  Twill  weaves— a,  one-sided  twills ;  6,  even-sided  twills  ;  and  fancy  figuring 
with  same  through  color  arrangements  in  warp  and  filling. 

IV.  Satin  weaves— a,  single  satins  ;  b,  double  satins ;  c,  figuring  in  single  satins. 


INDUSTRIAL  EDUCATION  COMMISSION.  291 

B.— Drafting   Weaves. 

Lectures  on  same,  with  practical  examples  and  rules  to  be  observed. 
C. — Dsrivative  Weaves. 

Basket  weaves  ;  rib  weaves  ;  granite  weaves  ;  steep  twills;  curved  twills  ;  Brocken 
twills  ;  skip  twills ;  corkscrew  twills ;  fancy  twills  ;  pointed  twills  and  honeycomb 
weaves ;  pique  weaves  and  combinations  of  miscellaneous  weaves  through  combin- 
tion  for  single  fabrics,  two  or  more  classes  from  the  above. 

Standard  sizes  of  cotton,  wool  and  worsted  yarns,  and  calculations  with  the 
same. 

Picking  out  samples  of  fabrics  constructed  on  single  weaves,  and  methods  and 
rules  for  calculating  used  in  duplication. 

Original  weaves  and  complete  orders  for  manufacturing  the  same,  composed  by 
each  scholar. 

Instrumental  Drawing. 
Exercises  with  instruments ;  construction  of  plane  figures  ;  line  shading,  etc. 

Free-hand  Drawing. 

Enlargement  and  reduction  of  designs  ;  analysis  of  plants  for  the  purpose  of  using 
design  for  textile  fabrics  ;  work  in  color;  lectures  on  color  harmony. 

SECOND  YEAR'S  COURSE. 

Power  looms  analyzed  and  explained. 

Practical  weaving  and  fixing  ;  «,  the  Thos.  Wood  roller  loom  for  ginghams,  shirt- 
ings, cottonades,  dress  goods,  etc.  ;  b,  the  Crompton  loom,  and  c,  the  Knowles  loom 
for  worsted  and  woolen  fabrics  of  every  description  ;  single  and  double  beam  work. 

Double  cloths — Study  of  the  best  methods  of  combining  different  weaves,  as : 
Designs  backed  with  weft ;  designs  backed  with  warp ;  designs  backed  with  warp 
and  weft ;  designs  for  double  clotlTdouble  faced. 

Calculations  :  ascertaining  the  cost  of  production,  etc.,  of  different  fabrics. 

Analyses  of  single  (fancy)  and  double  cloth  fabrics,  and  reproduction  with  various 
changes,  as  indicated  by  instructor. 

The  Jacquard  machine  analyzed  and  explained;  principles  of  construction  and 
method  of  operatien  of  the  single-lift  machine;  the  various  modifications,  such  as 
double-lift  single  cylinder,  double-lift  double  cylinder  ;  laying  out  of  comber  boards, 
and  figuring  for  various  changes  in  texture  ;  tying  up  of  harness  for  single  cloth. 
"  The  Bridesburg  clipper  loom  analyzed  and  explained,  and  practical  work  with  it, 
with  special  reference  to  its  use  in  connection  with  the  double-lift  double  cylinder 
Jacquard  machine  for  damask  table  covers,  etc. 

Card  stamping  machine  (French  index)  analyzed  and  explained. 

Practical  work  for  single  cloth. 

Card  lacing  explained  and  practiced. 

Designing  paper  with  reference  to  the  different  kinds  of  textile  fabrics. 

Sketching  of  designs  and  transferring  from  sketch  to  designing  paper. 

Methods  of  tying  up  Jacquard  harness. 

Changing  of  textures  on  Jacquard  looms. 

Shading  of  weaves  in  different  Jacquard  work. 

Analysis  of  Jacquard  work  by  picking  out  of  textures  and  by 'sketching  the  de- 
sign. 

Special  study  of  Jacquard  work  for  the  following  textile  fabrics:  Damask  towel, 
table  cloth,  dress  goods,  two-ply  ingrain  carpet,  three-ply  ingrain  carpet,  upholstery, 
carriage  covers,  cloak  ings,  dress  trimming,  fringes,  Marseilles  quilts,  etc. 

Study  of  processes  for  textile  fabrics  before  and  after  weaving. 


REPORT  OF  THE 

Instrumental  Drawing. 

Plans  for  machinery,  mill  buildings,  etc. 
Illustrating  processes  of  weaving. 
Illustrating  sectional  cuts  of  textile  fabrics,  etc. 

Free-hand  Drawing. 

Sketching  for  the  different  fabrics  on  Jacquard  work. 

{For  work  in  chemistry  required  in  this  class,  seepage  42.) 

THIRD  YEAR'S  COURSE. 

The  two-ply  ingrain  carpet  machine  analyzed«and  explained. 

The  ingrain  carpet  hand  loom  and  the  Murkland  power  carpet  loom  analyzed  and 
explained. 

Practical  work  with  these  looms. 

Card  stamping  machines  (American  index)  analyzed  and  explained. 

Practical  work  with  these  machines. 

Tying  up  of  Jacquard  harness  (French  index)  machines  for  double  cloth— three 
and  four-ply  fabrics. 

Advanced  Work  for  Harness  Loom. 

Study  of  cut  pile  fabrics— velvets,  plush,  etc. 

Study  of  Terry  pile  fabrics— a,  with  wires  ;  6,  without  wires. 

Study  of  tapestry  and  Brussels  carpets  ;  double-faced  Brussels  carpet ;  Terry  and 
velvet  combined  in  Brussels  carpets. 

Astrakans — a,  cut ;  6,  uncut ;  c,  figuring  in  Terry  and  velvet  principle. 

Chenille — Rugs,  curtains,  etc. 

Gauze  fabrics— a,  plain  ;  6,  figured  ;  c,  combined  with  other  fabrics. 

Instrumental  and  free-hand  drawing  similar  to  second  year's  course,  but  more  ad- 
vanced. 

DEPARTMENT  OF  CHEMISTRY  AND  DYEING. 

Schedule  of  Studies. 
FIRST  YEAR. 


First  Term. 


General  chemistry  lectures. 
General  chemistry  laboratory  work. 


Second  Term. 

General  chemistry  lectures. 
Qualitative  analysis  lectures. 
Qualitative  analysis  laboratory  work.  ' 
Special  methods. 

SECOND  YEAR. 
First  Term. 

Volumetric  analysis  lectures  and  laboratory  work. 

Gravimetric  analysis. 

Industrial  chemistry  lectures  and  laboratory  work. 

Scouring. 

Bleaching. 

Dyeing,  etc. 


INDUSTRIAL  EDUCATION  COMMISSION.  293 

Second  Term. 

Industrial  chemistry  lectures  and  laboratory  work. 

Dyes. 

Mordants. 

Fast  colors. 

Dyeing. 

Finishing,  etc. 

COURSE  IN  CHEMISTRY  AND  DYEING. 

This  department  was  organized  in  the  fall  of  1887  and  owing  to  an 
insufficiency  of  room  in  the  school  building  accommodations  were  ob- 
tained at  the  south-east  corner  of  Broad  and  Spring  Garden  streets,  a 
few  doors  from  the  main  building.  A  large  laboratory  has  been  fitted 
up  with  accommodations  for  some  thirty  (30)  students,  and  is  well 
supplied  with  the  apparatus,  chemicals  and  dyestuffs  necessary  for 
Carrying  on  experimental  work  in  chemistry,  and  in  dyeing  and  fin- 
ishing different  fabrics.  There  is  also  a  small  dye  house  in  which  the 
yarn  used  by  the  weaving  department  is  cleansed,  bleached  and  dyed, 
and  in  this  way  the  students  obtain  a  practical  knowledge  of  the  art 
of  dying.  The  department  is  primarily  designed  to  give  the  student 
that  practical  knowledge  of  the  subject  which  will  enable  him  to  avoid 
the  errors  so  often  made  by  those  who  have  no  such  knowledge,  and 
also  to  so  train  his  powers  of  observation  that  he  will  be  enabled  to 
detect  and  overcome  faults  in  the  various  methods,  used  in  the  textile 
industries. 

With  this  object  in  view  the  regular  day  students  commence  the 
study  of  general  chemistry  in  the  second  year.  Lectures  and  oral 
exercises  are  given  in  the  class-room,  and  these. are  supplemented  by 
work  in  the  laboratory.  Each  student  is  supplied  with  a  desk  and  the 
apparatus  necessary  for  carrying  on  a  sufficient  number  of  experiments 
to  demonstrate  clearly  the  general  principles  of  chemistry,  with 
especial  reference  to  its  practical  application  to  the  textile  industries. 
The  student  is  encouraged  to  make  original  research  of  the  various 
methods  used  in  chemical  and  manufacturing  work  with  the  object  of 
improving  them  if  possible ;  and  as  this  is  done  under  the  eye  of  an 
instructor,  who  is  careful  to  correct  any  wrong  conclusions,  the  stu- 
dent is  so  trained  in  his  faculty  of  observation  that  when  future  diffi- 
culties arise  he  will  be  able  to  overcome  them. 

In  the  second  term  the  study  of  chemistry  is  continued  by  means  of 
lectures,  and  in  the  laboratory  the  student  commences  the  work  of 
qualitative  analysis,  which  is  continued  through  the  term. 

Lectures  are  also  given  on  this  subject  and  especial  attention  is  paid 
to  the  analysis  of  those  chemicals  and  dyestuffs  most  commonly  used. 
Also  to  the  methods  of  detecting  the  dyes  present  on  fibers  and  the 
mordants  used.  The  laboratory  instruction  is  supplemented  as  far  as 
possible  by  excursions  to  manufacturing  and  chemical  establishments 
where  the  processes  conducted  on  a  large  scale  can  be  seen  in  practi- 
cal operation. 


294  REPOKT  OF  THE 

In  the  second  year  a  brief  course  in  quantitative  analysis  is  taken 
up  and  various  methods  of  both  volumetric  and  gravimetric  analysis 
are  taught.  This  includes  the  methods  used  for  testing  acids,  alkalies, 
various  chemicals,  dyestuffs  and  mordants,  such  as  sumac,  indigo,  tar- 
tar emetic,  etc. 

The  study  of  industrial  chemistry  is  then  taken  up  and  carried  on 
for  the  remainder  of  the  year.  Lectures  are  given  on  the  methods  of 
manufacturing  various  chemicals  and  dyes.  The  different  materials 
used  in  textile  industries,  as  cotton,  wool,  silk,  jute,  flax,  etc.,  are  con- 
sidered and  the  differences  between  them  and  their  behavior  toward 
chemicals  and  dyestuffs  carefully  explained.  Having  studied  the  raw 
materials,  the  different  processes  to  convert  them  into  finished  cloth 
are  taken  up  systematically  and  the  faults  met  with  in  each  explained. 

Taking  for  example  the  wool  fiber,  its  source  is  first  considered  and 
then  the  variations  occurring  in  it,  due  to  differences  in  climate,  breed 
of  sheep  and  portion  of  the  body  from  which  the  fiber  is  taken. 

The  method  of  scouring  and  the  processes  of  carding  and  spinning, 
etc.,  are  thoroughly  studied. 

The  various  conditions  in  which  wool  is  dyed,  as  in  the  raw  state, 
or  in  the  form  of  yarn,  or  as  woven  into  cloth,  are  next  taken  up  and 
the  methods  used  in  each  given. 

And  finally  the  methods  of  finishing  the  woven  cloth  are  considered. 

LABORATORY  WORK. 

Particular  attention  is  paid  to  the  work  of  the  students  in  the  labo- 
ratory in  connection  with  the  lectures,  and  each  student  is  obliged  to 
carry  on  experimental  work  in  the  methods  used  for  determining  the 
various  materials  employed,  whether  cotton,  wool,  silk,  etc ,  and 
especially  to  detect  them  when  mixed  together  in  cloth  or  yarn.  He 
then  takes  up  each  material  and  carries  on  the  processes  of  cleansing, 
bleaching  and  dyeing. 

The  action  of  the  different  mordants  on  the  various  dyes  is  con- 
sidered and  their  effect  on  the  shade  as  well  as  on  the  fastness  of  the 
color  determined.  A  great  deal  of  attention  is  paid  to  the  methods 
of  dyeing  fast  shades,  and  the  process  of  testing  dyed  fabrics  as  to  the 
fastness  of  their  colors  toward  light  and  scouring  is  carried  out. 

Besides  the  experimental  work  in  the  small  way  there  is  also  a  dye- 
house  connected  with  the  laboratory  in  which  the  students  dye  the 
yarn  used  in  the  weaving  department,  and  in  this  way  a  practical, 
knowledge  is  obtained  of  the  subject.  During  the  past  year  the  stu- 
dents have  taken  yarn  in  the  grease  and  carried  out  the  entire  process 
of  scouring,  dyeing  and  weaving  it  into  cloth  original  in  color  and 
design  so  that  the  entire  work  from  the  yarn  in  the  grease  to  the 
woven  cloth  is  now  carried  on  at  the  school. 


INDUSTRIAL  EDUCATION  COMMISSION.  295 

CARVING  CLASS. 

Course  of  Study. 

(1)  Selection,  sharpening  and  care  of  tools. 

(2)  Bosses  and  scrolls  from  casts  and  models. 

(3)  Intaglios  and  mold  sinking. 

(4)  Ornament  from  prints  and  drawings. 

(5)  Original  designs  for  panels,  carved  enrichments  for  furniture 
and  cabinet  work,  picture  frames,  easels,  etc. 

Lectures. 

Lectures  on  the  anatomy  of  the  human  and  of  the  animal  form  as 
applied  to  decorative  art,  on  harmony  of  color  and  related  subjects 
are  given  throughout  the  year. 

Class  instruction  in  the  geometrical  branches  is  given  every  Mon- 
day, which  all  students  are  expected  to  attend ;  and  lectures  on  orig- 
inal design,  on  art  history  and  on  perspective  are  given  by  the  prin- 
cipal every  Wednesday  morning  from  eleven  o'clock  to  half-past 
twelve,  and  every  Thursday  evening.  All  first-year  students  are  ex- 
pected to  attend  these  lectures. 

Evening  Classes. 

These  are  held  on  Monday  and  Wednesday  evenings  from  7.30  to 
9.30  o'clock,  from  October  9th  until  the  middle  of  April. 

The  course  consists  essentially  of  the  same  topics  as  are  taken  up  by 
the  day  classes.  A  full  course  of  lectures  is  given  on  chemistry,  and 
laboratory  work  is  devoted  almost  entirely  to  experimental  work  in 
cleansing,  bleaching  and  dyeing  different  fabrics.  The  full  course 
covers  two  years  and  is  divided  as  follows : 

FIRST   YEAR. 

The  general  principles  of  chemistry  are  introduced  by  a  series  of 
lectures  and  experiments.  At  the  same  time  work  is  commenced  in 
the  laboratory  and  some  chemical  experiments  carried  on  by  each 
student.  The  study  of  the  different  fibres  follows  and  the  methods  of 
detection  in  mixed  goods;  the  best  mode  of  cleansing,  bleaching  and 
dyeing  are  given,  and  then  the  methods  of  finishing  the  woven  cloth 
in  order  to  obtain  the  best  results. 

In  connection  with  lectures  on  these  subjects,  the  student  carries 
out  experiments  in  the  laboratory  on  small  samples  and  new  dyestuffs, 
or  methods  are  tested  and  their  utility  or  uselessness  shown. 

SECOND  YEAR. 

In  the  second  year  the  study  of  qualitative  and  also  quantitative 
analysis,  including  both  volumetric  arid  gravimetric  analysis,  is  briefly 
considered,  and  the  methods  of  testing  acids,  alkalies  and  various 
chemicals  in  common  use  in  the  dye  house  are  given.  The  study  of 


296  REPORT  OF  THE 

dyeing  and  finishing  is  continued  with  especial  reference  to  fast 
colors  and  such  shades  as  give  the  most  trouble  in  the  dye-house. 
New  dyes  and  processes  are  tested,  and  opportunity  and  assistance  is 
given  any  student  desirous  of  making  special  research  of  subjects 
directly  appertaining  to  his  line  of  business. 

OTHER  SPECIAL  COURSES. 

Special  courses  in  wood  carving,  tapestry  painting  and  other 
branches  can  usually  be  arranged  to  suit  the  convenience  of  the  pupil, 
the  fees  being  the  same  as  the  monthly  fees  for  the  regular  course. 


6.  Lehigh  University. 

The  Lehigh  University  at  Bethlehem,  Pa.,  was  founded  by  the  Hon. 
Asa  Packer,  who,  during  the  year  1865,  appropriatnd  the  sum  of  five 
hundred  thousand  dollars,  to  which  he  added  one  hundred  and  fifteen 
acres  of  land  in  South  Bethlehem  to  establish  an  educational  institu- 
tion in  the  valley  of  the  Lehigh.  It  was  incorporated  by  the  Legis- 
lature of  Pennsylvania  in  1886.  In  addition  to  these  gifts  made  during 
his  lifetime,  Judge  Packer  by  his  last  will  secured  to  the  university 
an  endowment  of  $1,500,000. 

"The  original  object  of  Judge  Packer  was  to  afford  the  young  men 
of  the  Lehigh  Valley  a  complete  technical  education  for  those  pro- 
fessions which  had  developed  the  peculiar  resources  of  the  surround- 
ing region.  Instruction  was  to  be  liberally  provided  in  civil,  me- 
chanical and  mining  engineering,  chemistry,  metallurgy,  and  in  all 
needful  collateral  studies.  French  and  German  were  made  important 
elements  in  the  collegiate  course.  A  school  of  general  literature 
was  part  of  the  original  plan,  together  with  tuition  in  the  ancient 
classics." 

ADMISSION. 

All  candidates  for  admission  must  be  at  least  sixteen  years  of  age 
and  must  satisfactorily  pass  examination  in  the  following  subjects : 

English  grammar;  geography,  general  and  political;  history  of  the 
United  States,  including  the  Constitution;  arithmetic;  algebra  (Ol- 
ney's  university  algebra  is  recommended,  as  it  is  the  text-book  used 
in  the  university);  geometry  (Chauvenet's  geometry,  six  books). 

Elementary  physics  is  required  in  addition  to  the  above  for  admis- 
sion to  the  course  in  mechanical  engineering. 

Candidates  for  admission  to  advanced  studies  in  any  course  are 
required  to  pass,  in  addition  to  the  entrance  examinations  for  that 
course,  examinations  in  the  work  already  done  by  the  classes  which 
they  desire  to  enter. 

Tuition  is  free  in  all  branches  and  classes. 


INDUSTRIAL  EDUCATION  COMMISSION.  297 

COUBSES  OP  STUDY. 

Two  schools  are  included  in  the  university,  viz :  The  school  of 
general  literature  which  comprises, 

I.  The  classical  course  or  course  in  arts. 
II.  The  Latin  scientific  course  or  course  in  philosophy. 

III.  The  course  in  science  and  letters, 
and  the  school  of  technology  which  comprises, 

I.  The  course  in  civil  engineering. 
II.  The  course  in  mechanical  engineering. 

III.  The  course  in  mining  and  metallurgy. 

IY.  The  course  in  electrical  engineering, 
V.  The  course  in  chemistry. 

"  The  object  of  the  course  in  mechanical  engineering  is  the  study  of 
the  science  of  mechanics ;  the  principal  subjects  are  :  the  nature, 
equivalence  and  analysis  of  mechanisms,  the  mechanics  or  theory  of 
the  principal  classes  or  types  of  machinery,  mechanical  technology  and 
the  principles  and  practice  of  machine  design. 

"  That  the  students  may  obtain  the  practical  engineering  data  which 
they  will  most  need  when  beginning  their  work  as  mechanical  engi- 
neers, they  are  required  to  pursue  a  course  of  shop  instruction  which 
does  not  necessarily  involve  manual  labor  and  manipulation  of  tools, 
but  is  principally  devoted  to  familiarizing  them  with  those  points  in 
patternmaking,  molding,  forging,  fitting  and  finishing,  which  they 
need  to  know  as  designers  of  machinery.  Particular  attention  is 
therefore  directed  to  the  forms  and  sizes  of  machine  parts  that  can  be 
readily  constructed  in  the  various  workshops,  to  the  time  that  it  takes 
to  perform,  and  the  order  of  the  various  operations  to  the  dimensions 
most  needed  by  workmen  and  to  the  various  devices  for  increasing 
the  accuracy  of  the  work,  durability  of  the  parts  and  convenience  of 
manipulation.  This  involves  acquaintance  with  the  processes  and 
machinery  of  the  workshop,  but  it  is -the  foreman's  and  superinten- 
dent's knowledge  which  is  required,  rather  than  the  manual  dexterity 
and  skill  of  the  workman  and  tool  hand.  The  acquirements  peculiar 
to  the  latter  are  by  no  means  despised,  and  the  students  are  encouraged 
to  familiarize  themselves  therewith  during  leisure  hours,  but  manual 
work  in  the  shops  forms  no  regular  part  of  the  course.  On  the  con- 
trary, the  student  enters  the  shop  with  hands  and  mind  free  to  exam- 
ine all  the  processes,  operations  and  machinery,  and  is  ready  at  the 
call  of  the  teacher  to  witness  any  operation  of  special  interest. 
Provided  with  Dote  book,  pencil,  calipers  and  measuring  rule,  the 
student  sketches  the  important  parts  of  the  various  machine  tools, 
notes  down  the  successive  steps  of  each  of  th<*  important  shop  pro- 
cesses as  illustrated  by  the  pieces  operated  upon,  and  follows 
pieces  of  work  through  the  shops  from  the  pig  or  merchant  form  to 
the  finished  machine. 


298  KEPORT  OF  THE 

That  the  students  may  learn  to  observe  carefully,  and  be  trained  to 
think  and  observe  for  themselves  in.  these  matters,  there  is  required 
of  them  a  full  description  of  the  various  processes,  operations  and  tools 
involved  in  the  production  of  each  one  of  a  series  of  properly  graded 
examples  of  patterns,  castings,  forgings  and  finished  pieces  which  are 
not  being  constructed  in  the  shops  at  the  time  and  the  blue  prints  for 
which  have  been  given  to  them  on  entering  the  shops.  The  student's 
work  is  directed  not  only  by  these  drawings  and  by  the  printed  pro 
gramme  given  him  at  the  start,  but  also  personally  by  a  teacher,  who 
accompanies  him  into  the  shops,  gives  necessary  explanations,  and 
tests  the  strength  and  accuracy  of  his  knowledge  bv  examining  the 
sketches  and  notes  and  by  frequent  questioning.  Finally  the  results 
of  the  observations  and  the  sketches  are  embodied  in  a  memior. 

"  During  the  course  there  are  frequent  visits  of  inspection  to  engi- 
neering works,  both  in  and  out  of  town,  with  special  reference  to  such 
subjects  as  machine  elements,  prime  movers,  machinery  for  lifting, 
handling  and  transporting,  and  machinery  for  changing  the  form  and 
size  of  materials.  It  is  intended  that  each  of  these  excursions  shall 
have  some  definite  purpose  in  view,  which  must  be  fully  reported 
upon  by  the  students. 

u  The  instruction  in  machine  design,  during  the  second  term  of  the 
junior  year,  consists  in  determining  rational  and  empirical  formulas 
lor  proportioning  such  machine  parts  as  come  under  the  head  of  fas- 
tenings, bearings,  rotating;,  sliding  and  twisting  pieces,  belt  and  toothed 
gearing,  levers  and  connecting  rods;  also  in  com  paring  recent  and  ap- 
proved forms  of  the  same  parts  with  respect  to  their  advantages  as 
regards  fitness,  ease  of  construction  and  durability,  and  in  making  full- 
sized  working  drawings  of  these  parts.  All  the  dimensions  are  deter- 
mined by  the  students  from  the  above  mentioned  formulas,  the  data 
being  given  as  nearly  as  possible  as  they  would  arise  in  practice.  Dur- 
ing the  senior  year  the  students  undertake  the  calculations,  estimates 
and  working  drawings  involved  in  the  design  of  a  simple  but  complete 
machine,  each  student  being  engaged  upon  a  different  machine.  From 
the  finished  drawings  of  each  machine  tracings  are  made  and  then  blue 
prints  taken  for  distribution  among  the  other  members  of  the  class. 
The  whole  class  also  take  up  the  design  of  a  steam  engine,  every  di- 
mension being  determined  by  the  students,  and  complete  working 
drawings  made.  In  the  case  of  the  simple  machines  and  of  the  steam 
engine  the  general  plan  of  arrangement  is  given  to  the  students  in  the 
form  of  rough  sketches,  photographs  or  wood  cuts.  This  work  con- 
tinues to  the  middle  of  the  last  term  of  the  senior  year.  From  this 
time  on  the  students  are  expected  to  make  original  designs  for  simple 
mechanisms,  whose  object  has  been  fully  explained.  Throughout  the 
course  the  work  in  the  draughting  room  is  carried  on  as  nearly  as  pos- 
sible like  that  of  an  engineering  establishment,  and  special  attention 


INDUSTRIAL  EDUCATION  COMMISSION.  299 

is  paid  to  methods  of  expediting  the  work  of  calculation  by  means  of 
simple  formulas,  tables  and  diagrams. 

The  graduate  in  this  course  receives  the  degree  of  Mechanical  En- 
gineer (M.  E.). 

The  course,  in  detail,  is  as  follows : 

FRESHMAN  CLASS. 

(Figures  indicate  hours  per  week.) 

Second  Term. 

Mathematics.—  Olney's  university  algebra,   part  III   (3).     Plane  and  spherical 

trigonometry  and  mensuration  ;  use  of  logarithmic  tables  (2). 
German. — Grammar  and  exercises  (continued)  ;  Joynes'  Otto's  reader ;  transla- 
tions (3).     Or  French.— Grammar  ;  Keetle's  reader  ;  translations  (3) 
Drawing. — Projection  drawing  and  descriptive  geometry  (3).     Free-hand  draw- 
ing (2). 

English.—  Exercises  and  declamations  (2). 
Gymnasium  (2). 

SOPHOMORE  CLASS. 

First  Term. 

Mathematics. — Analytical  geometry ;  Olney's  general  geometry  (4). 
Physics. — Mechanics,  heat  and  electricity  ;  lectures  (5). 
.Dram'n/7'— Isometrical  drawing;  architectural  drawing  (2). 
Visits  of  Inspection. — Shops  of  the  vicinity  (2). 

German.—  Grammar ;  exercises;  translations;  readings  (2).     Or  French — Gram- 
mar ;  Chardenal's  exercises  ;  readings ;  translations  (2). 
English.— Exercises  and  declamations  (1). 
Gymnasium  (2). 

Second  Term. 

Mathematics.— Differential  and  integral  calculus,  Olney  (4). 
Physics. — Sound,  light  and  meteorology ;  lectures  (3). 

German.—  Grammar ;  exercises;  systematic  readings ;  translations;  dictation  (2). 
Or  French.—  Grammar ;  dictation  ;  Chardenal's  exercises  ;  O'Connor, 
Choix  de  Contes  Contemporains  (2). 

Mechanics.— Mathematical  theory  of  motion ;  science  of  motion  in  general ;  statics ; 
dynamics  and  statics  of  fluids  ;  lectures  on  theory  of  center  of  grav- 
ity and  moment  of  inertia  (4). 
Steam  Engine.—  Bigg's  practical  treatise  (3). 
Essays  and  Declamations  (1). 
Gymnasium  (2). 

JUNIOR  CLASS. 

First  Term. 

Mathematics. — Integral  calculus,  Courtenay  (2). 

German.— Systematic  readings;  translation;  dictation*  compositions  (2).  Or 
French.  —Translations;  readings;  con  temporary  authors;  Saintsbury. 
Specimens  of  French  literature  (2).  Conversation  class  in  both  lan- 
guages optional. 

Mechanical  Technology.—  Shop  instruction  ;  examination  of  the  processes  and  ap- 
pliances involved  in  patternmaking,  molding,  forging, 
fitting  and  finishing,  with  sketches  and  reports  (7). 

Boilers.—  Wilson  ;  strength,  construction  and  wear  and  tear  of  boilers  (1). 
Strength  of  Materials.—  El  astir'  <y  and  strength  of  wood,  stone  and  metals ;  theory 
o!    beams,   shafts    and    columns ;    reports    on    experi- 
mental tests  (4). 
Literature  and  History  (1). 
Gymnasium  (2). 


300  KEPORT  OF  THE 

Second  Term. 

German. — Systematic  readings;  compositions;  lectures  on  German  literature  (2). 
Or  French. — Reading ;  dictation  ;  compositions  ;  lectures  on  French 
literature  ;  conversation  class  in  both  languages  optional  (2). 

Kinematics  of  Machinery. — Reuleaux  ;  nature  and  equivalence  of  mechanism  (3)- 

Machine  Design. — Proportioning  of  such  machine  parts  as  come  under  the  head  of 

fastenings,   bearings,  rotating  and  sliding  pieces,  belt  and 

toothed  gearing,  levers  and  connecting  rods  (5). 

Metallurgy. — Metallurgical  processes  ;  furnaces ;  refractory  building  materials  ; 

combustion  ;  natural  and  artificial  fuels;  metallurgy  of  iron  (4). 
Machinery  of  Transmission. — Weisbach-Herrmann  (2). 
Essays  and  Original  Orations. 
Gymnasium  (2). 

SENIOR  CLASS. 

First  Term. 

Thermodynamics.— General  principles  ;  application  to  steam  engines  and  air  com- 
pressors (3). 

Graphical  Statics. — Graphical  analysis  of  roof  trusses  and  girders  (2). 
Machine  Design. — Calculations  and  working-drawings  for  a  hi^h -speed  steam  en- 
gine (4). 

Kinematics. — Diagrams  of  the  changes  of  position,  speed  and  acceleration  in 
mechanisms;  link  and  valve  motions;  quick  return  motions; 
parallel  motions  ;  laying  out  cams  (3). 

Mechanics  of  Machinery. — Weisbach-Herrmann ;  hoisting  machinery,  accumu- 
lators, cranes  and  locomotives  (4). 
Gymnasium. 

Second  Term. 

Mechanics    of    Machinery. — Weisbach-Herrmann;.  pumps,    pumping    engines, 

blowing  engines,  compressors  and  fans  (4). 

Machine  Design. — Calculations  and  working-drawings  for  the  following  machines  : 
Drilling,  shaping,  milling,  shearing  and  punching  machines, 
hoists,  pumps  and  stone  crushers  ;  original  designs  (5). 

Hydraulics.—  Hydrostatics ;  flow  of  water  in  pipes  and  channels ;  hydraulic  mo- 
tors (2). 

Measurement  of  Power. — Indicating  oi  steam  engines;  determination  of  evapora- 
tive efficiency  of  boilers  ;  dynamometer  experiments 

(1). 

Lectures  on  American  and  English  Literature  (2). 
Christian  Evidences.— Lectures  (1). 
Preparation  of  Thesis. 
Gymnasium. 

7.  The  Pennsylvania  State  College. 

The  Pennsylvania  State  College  was  opened  to  students  in  1859,  as 
an  agricultural  manual  labor  school.  Subsequently  it  received  the 
benefit  of  the  land  grant  act  of  1862,  which  gives  u  the  mechanic  arts  " 
an  equal  place  with  agriculture  among  its  leading  objects.  The  gen- 
eral plan  of  organization  is  to  make  the  studies  of  the  first  two  years 
substantially  alike  for  all  students,  and  then  to  provide  a  number  of 
special  and  technical  courses  on  the  foundation  thus  laid.  In  this 
way  the  college  now  maintains  advanced  courses  in  General  Science, 
Agriculture,  Chemistry,  Physics  and  Electrotechnics,  Civil  Engineer- 
ing and  Mechanical  Engineering,  besides  a  more  elementary  course 
in  Mechanic  Arts. 


INDUSTRIAL  EDUCATION  COMMISSION.  301 

MECHANIC  ARTS. 

This  course  went  into  full  operation  in  September,  1884.  A  sub- 
stantial and  attractive  new  building  was  opened  February  10,  1886, 
and  is  admirably  adapted  to  its  purpose,  except  that  the  recent  rapid 
increase  in  the  number  of  students  has  already  outgrown  its  capacity. 
The  course  is  designed  to  afford  such  students  as  have  had  the  ordi- 
nary common  school  education  an  opportunity  to  continue  the  ele- 
mentary scientific  and  literary  studies,  together  with  mechanical  and 
free  hand  drawing,  while  receiving  theoretical  and  practical  instruc- 
tion in  the  various  mechanical  arts. 

The  instruction  in  shop  work  is  given  by  means  of  exercises  so  planned  as  to  cover, 
in  a  systematic  manner,  the  operations  in  use  in  the  various  trades. 

The  object  of  the  course  being  to  give  instruction  in  the  use  of  tools,  only  such 
constructions  are  made  as  cover  principles  without  undue  repetition. 

The  first  instruction  in  carpentering  and  joining  is  in  the  use  of  the  saw  and  plane 
in  working  wood  to  given  dimensions,  and  a  series  of  elementary  exercises  follow 
in  order,  such  as  practice  in  making  square  joints,  different  kinds  of  dovetails,  the 
various  tenons,  roof-trusses,  panels,  etc. 

The  instruction  in  turning  and  circular-section  patternmaking  is  given  from  a 
series  of  models ;  also,  bench  patterns  are  made  for  subsequent  use  in  the  foundry. 

The  foundry  course  consists  in  casting  from  the  patterns  which  the  student  him- 
sels  has  previously  made.  Many  of  the  pieces  cast  from  these  patterns  are  used  in 
his  clipping  and  filing  work. 

In  the  forge  shop  are  taught  the  management  of  the  fire  and  the  degree  of  heat 
necessary  to  forge  the  different  metals. 

Drawing,  forming,  bending,  upsetting,  fagoting,  splitting,  punching,  chamfering, 
annealing,  tempering,  case-hardening,  etc.,  are  taught  by  means  of  a  series  of  exer- 
cises in  which  the  elements  of  the  iron-forger's  art  are  particularly  dwelt  upon. 
Every  piece  is  made  to  certain  dimensions  laid  down  upon  the  drawing,  the  article 
being  forged  before  the  class  by  the  instructor,  who  directs  attention  to  the  essential 
feature  of  the  operation,  which  is  then  repeated  by  each  student. 

The  course  in  vise  work  includes  filing  to  line,  filing  to  template,  free-hand  filing, 
fitting,  and  chipping  straight  and  grooved  surfaces  in  cast  iron,  wrought  iron  and 
steel. 

In  the  machine  shop  the  student,  after  having  the  lathe  and  its  mechanical  con- 
struction explained  to  him,  is  taught  centering,  tape-turning,  chucking,  reaming, 
inside  and  outside  screw-cutting,  bolt-turning,  etc.  He  is  then  required  to  construct 
some  piece  of  mechanism  in  which  many  of  these  principles  are  involved. 

DRAWING. 
Drawing  extends  through  the  entire  three  years. 

This  work  is  looked  upon  as  of  the  highest  importance,  and  the  effort  is  to  make 
the  instruction  thorougn,  practical  and  of  direct  utility.  Considerable  time  is  devoted 
to  free-hand  drawing,  as  it  is  believed  that  it  not  only  assists  in  mechanical  drawing, 
but  is  of  great  service  in  after  years,  whatever  the  occupation  chosen. 

The  mechanical  drawing  consists  of  a  series  of  exercises,  and  such  are  selected  as 
will  be  of  subsequent  use.  They  are  arranged  in  progressive  order,  beginning  with 
geometrical  constructions  involving  straight  lines  and  circular  arcs  only,  and  ending 
with  the  more  complex  curves,  such  as  the  ellipse,  helix,  epicycloid,  etc. 

Projection  is  next  taken  up.  The  instruction  in  this  is  from  models,  so  that  the 
student  may  have  before  him  the  actual  object  from  which  the  projection  is  made, 
and  not  be  obliged  to  depend  upon  his  unaided  conception.  After  completing  this 
work  he  is  required  to  draw  parts  of  machines  from  actual  measurements.  For  this 
purpose  he  is  given  some  piece  of  mechanism  to  sketch  and  measure,  and  of  which, 
finally,  he  is  to  make  complete  working  drawings. 


302  REPORT  OF  3 HE 

The  mathematical  instruction  of  the  course  covers  algebra,  plane 
and  solid  geometry,  plane  and  spherical  trigonometry  and  land  sur- 
veying, taught  with  special  reference  to  this  class  of  students,  many 
practical  applications  being  made.  At  present  the  department  is  well 
equipped,  but  additions  of  machinery  are  being  made,  from  time  to 
time,  to  meet  the  requirements  of  the  course. 

MECHANICAL  ENGINEERING. 

The  object  of  this  course  is  to  prepare  students  in  those  subjects 
which  will  enable  them  to  design  machines  or  plants  of  machinery 
upon  scientific  principles. 

The  instruction  is  given  by  means  of  lectures  and  recitations,  with 
practice  in  the  shops  and  laboratories.  It  treats  of  the  mechanical 
properties  of  materials,  of  the  motions  and  efficacy  of  machines,  of 
the  production,  measurement  and  distribution  of  power. 

Excursions  are  occasionally  made  in  order  that  students  may  witness 
running  machinery,  methods  of  carry  power,  arrangement  of  shafting, 
and  manufacturing  processes. 

The  study  of  steam  engineering  involves  the  principles  and  appli- 
cations of  thermodynamics,  the  characteristics  and  use  of  different 
fuels,  the  generation  of  steam  with  the  construction  of  generators, 
and  the  mechanism  and  efficiency  of  the  various  steam  engines. 
Students  are  also  required  to  design  different  forms  of  valve  gearing 
from  data  given  them. 

Instruction  is  given  on  hydraulic  motors,  windmills,  pumps,  air 
engines  and  other  machines. 

Drawing  is  carried  on  in  connection  with  recitations.  It  includes 
sketching  machines  and  drawing  to  scale  from  those  sketches,  making 
detail  and  sectional  drawings,  and  designing  machines,  thus  applying 
the  principles  and  knowledge  acquired  in  the  class  room.  The  entire 
work  is  made  as  practical  as  is  consistent  with  a  thorough  theoretical 
training.  A  course  in  shop  work  is  required,  besides  the  experimental 
work  with  boilers,  indicators,  inspirators,  governors,  testing  strength 
of  materials,  etc.  At  the  close  of  the  course  each  student  presents  a 
thesis,  in  which  he  is  to  give  evidence  of  his  efficiency  by  explaining 
and  illustrating  some  work  of  original  research,  or  by  designing  and 
describing  with  plates  some  piece  of  mechanism. 

The  courses  are  outlined  as  follows : 


INDUSTRIAL  EDUCATION  COMMISSION. 
COURSE  OF  MECHANICS  ARTS. 


303 


Years. 

Session. 

STUDIES. 

Hours 
per 
week. 

SHOP-WORK  AND 
DRAWING. 

Hours 
per 
week. 

United  States  History, 

3 

Carpentering,    

4 

"08 
£, 

Arithmetic,           ..... 
Enjrlish  Grammer 

4 
5 

Geometrical  Free-h  a  n  d- 
Drawing,     

5 

rf 

q 
M 

^ 
H 

1 

Algebra  begun,    
English  Composition,   .   . 
United  States  History 

5 
5 
5 

Carpentering  and  Joining, 
Model  and  Object  Draw- 
in  jr. 

8 
5 

GO 
H 

£ 

E 

fcb 

Algebra 

5 

Wood-turning,     

6 

c 

Entrlish  Composition 

5 

Designing,             .   .   . 

5 

Ej 

ft 

Book-keeping,      

4 

DO 

Geometry,  

2 

Pattern  making,    

4 

'S 

4 

Geometrical  Drawing,  .    . 

4 

.j 

& 

Physics,   

4 

M 

^ 

H 

£ 

Geometry,  

2 

Foundry  Work,   

6 

p 

£ 

Algebra,                        .   .   . 

4 

Orthographic    Projection 

a 

Physics,   

4 

and  Intersections,  .   .   . 

5 

£ 

te 

English 

2 

o 

0 

H 

IL 

Geometry 

4 

Forging,  

8 

&o 
p 

Algebra,                        .   . 

5 

Development  of  Surfaces 

'•— 

Mechanics,     

3 

and  isometric  Perspec- 

A 

Civil  Government, 

2 

tive,    .... 

6 

Algebra,  

4 

Forging,  ...              ... 

6 

Geometry, 

3 

Linear    Perspective    and 

£ 

Mechanics,                .       .   . 

4 

Shades  and  Shadows,    . 

9 

« 

•^ 
N 

s 

Geometry, 

3 

Vise  Work,        

6 

P* 

PI 

Trigonometry,          .       .   . 

3 

Detail  Drawing,    

9 

g 

K>. 

Rhetoric,     

4 

B 

£ 

H 

&b 
g 

Trigonometry    and    Sur- 
veying,      

5 

Machine  Tool  Work. 
Machine  Designing. 

ft 

Median  icism,    

3 

GQ 

It  will  be  seen  that  the  shop  work  in  the  mechanical  engineering 
course  is  very  similar  to  that  required  of  the  students  in  the  elemen- 
tary mechanic  arts  course.  There  is,  however,  this  difference  :  In  the 
last  year  of  the  advanced  course,  the  shop  work  is  almost  entirely 
machine  construction  of  the  student's  own  designing.  Besides  this, 
testing  the  strength  of  materials,  experimental  work  with  boilers,  in- 
spirators, governors,  indicators,  etc.,  is  a  prominent  feature  of  their 
work. 


301  BEPORT  OF  THE 

COURSE  IN  MECHANICAL  ENGINEERING. 

FRESHMAN  CLASS. 

Fall  Session.—  Algebra,  (4);  Geometry,  (2);  German,  (5);  History,  (4). 

Practicums. — Drawing,  Geometrical  and  Projection,  (4);  Carpentry, 

(4). 

Winter  /Session. — Trigonometry,  (2);  Geometry,  (4);  Rhetoric,  (4);  German,  (5). 

Practicums. — Drawing,  Intersections,  (2);  Carpentry,  (6). 
Spring  Session. — Trigonometry,  (5);  Physiology,  (3);  German,  (5);  Tactics,  (2). 

Practicums. — Drawing,    Intersections     and     Developments,    (4) ; 
Wood  turning,  (4). 

SOPHOMORE    CLASS. 

Fall  Session.— Analytic  Geometry,  (4);  Chemistry,  (4);  German,  (2);  French,  (3); 

History,  (2);  Surveying,  (1). 
Practtcums.— Surveying,  (4);  Chemistry,  (4). 
Winter  Session.— Analytic  Geometry,  (4);  Chemistry,  (4);  German,   (2);    French, 

(3);  History,  (2). 

Practicums. — Chemistry,  (8);  Patternmaking,  (2). 
Spring  Session.— French,    (3);    Differential  Calculus,   (4);    Descriptive  Geometry, 

(4);  Mechanics  of  Machinery,  (5). 

Practicums. — Mechanism,    (6) ;  Drawing,  Descriptive    Geometry, 
(4). 

JUNIOR   CLASS. 

Fall  Session. — Physics,  Mechanics  and  Heat,  (4);  Descriptive  Geometry,  Maps, 
Shades,  Shadows,  etc.,  (4);  Integral  Calculus,  (3);  Mechanics  of 
Machinery,  (4). 

Winter  Session. — Analytical  and  Graphical  Statics,  (4) ;  Physics,  Electricity,  (4) ; 
Materials  of  Construction,  (3);  Determinants,  (2);  Valve  Gear- 
ing, (2). 

Practicums.—  Physics,  (4);  Forging,  (6). 

Spring  Session.—  Kinetics  and  Kinematics,  (4);  Quarternions,  (4);  Materials  of  Con- 
struction, (3);  Physics    (4). 
Practicums. — Chipping  and  Filing,  (6);  Mineralogy,  (4). 

SEN-IOR   CLASS. 

Fall  Session.—  Thermodynamics,  Lectures,  (3);    Statics  of  Machinery  and  Lubri- 
cants, (4);  Geology,  (4);  Political  Economy,  (4). 
Practicums.— Mechanical  Drawing,  (6) ;  Engine  Lathe  Work,  (6). 
Winter  Session.—  Machine  Design,  (3);   Steam  and  Steam  Engines,   (4);  Experi- 
mental work  with   Indicators,   Injectors  and  Governors,    (2); 
Constitutional  Law,  (4) ;  Astronomy,  (3). 
Practicums.—  Mechanical    Drawing,    (4);    Machine   Construction 

and  Testing  Strength  of  Materials,  (6). 
Spring  Session.— Machine  Design,  (5);  Electrical  Machinery,  (3);  Hydraulic  Motors, 

(3);  International  Law,  (4). 
Practicums. — Machine  Construction,  (4);  Thesis  Work,  (6). 

The  following  series  of  plates,  showing  the  carefully  arranged 
course  of  shop  work  in  wood  and  iron  working,  is  borrowed  from  the 
Annual  Report  of  the  Pennsylvania  State  College,  as  the  best  avail- 
able illustration  of  a  progressive  series  of  exercises  for  a  'course  in 
mechanic  arts : 


INDUSTRIAL  EDUCATION  COMMISSION. 


.  * 


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PLAN  OF  FIRST  FLOOR. 

1.  Shaping  machine. 

2.  Iron-turning  lathe. 

3.  Power  grindstone. 

4.  Bench  vises,  for  filing. 

5.  Hot  water  sink. 

6.  Tool  room. 

7.  Closet. 

8.  Cold  water  sink. 

9.  Stairway  to  second  floor. 

10.  Posts  to  which  main  shaft  is  attached. 

11.  Forges. 

12.  Stands  for  tools  and  work. 

13.  Anvils. 

14.  Large  vises  attached  to  post. 

15.  Iron  room. 

16.  Steel  pressure  blower. 

17.  Closet. 

1 8.  Main  shaft. 

19.  Coal  tanks  for  forges. 

20.  Water  tanks. 


21.  Chimney. 

22.  Box  shear. 

23.  i6-inch  P.  &  W.  lathes,  turret  head. 

24.  5-inch  Sellers'  planer. 

25.  Sellers'  drill  press. 

26.  Lumber  room. 


306 


HKPORT  OF  THE 


•  j       L      .  ]       I:       j       I       ]      i. ;• ;. i       L      .1       1;  ..J       I: :.._    1 


PLAN  OF  SECOND  FLOOR. 

1.  Work  benches  in  carpenter  shop. 

2.  Chimney. 

3.  Hydrant  and  sink. 

4.  Office. 

5.  Cases  with  specimens  of  work. 

6.  Wood-turning  lathes. 

7.  Shaft  which  moves  lathes. 

8.  Circular  saw. 

9.  Stairway  to  attic. 

10.  Stairway  from  first  to  second  floor. 

IT.  Grindstone. 

12.  Wood  planer. 

13.  Scroll  saw. 

14.  Universal  woodworker. 


n  rn 


^_J 


— U_h 
S 


INDUSTRIAL  EDUCATION  COMMISSION. 


307 


FIRST  LESSON. 


r 


PLANING. 

The  student  is  given  a  rough  one-inch  pine  board  from  which  he  is  to  saw 
a  piece  12  inches  long  and  4  inches  wide.  The  difference  between  a  ripping- 
and  cross-cutting  saw  is  here  explained  to  him.  He  planes  one  side  smooth, 
using  the  proper  planes,  and  from  this  face  the  edges  and  other  side  are  worked, 
making  the  edges  at  right  angles  and  face  parallel  to  the  working  face.  No 
effort  is  made  in  this  exercise  to  work  to  dimensions. 


SECOND  LESSON. 


12' 


PLANING  SQUARE  PRISM. 

In  this  exercise,  the  material  is  14  inches  long  and  2  inches  square  section. 
Two  adjacent  sides  are  first  smoothed,  care  being  taken  to  keep  them  at  right 
angles  to  each  other.  With  a  gauge,  it  is  then  marked  to  i^  inches  square  and 
carefully  worked  to  these  lines.  One  end  is  then  dressed  with  block  plane  and 
the  piece  sawed  off  and  dressed  to  a  length  of  exactly  12  inches. 


308 


REPORT  OF  THE 


THIRD  LESSON. 


The  finished  piece  of  the  last  exercise  is  now  taken,  and  by  method  illus- 
trated in  accompanying  cut,  is  marked  so  as  to  be  planed  to  a  regular  octagon. 
The  bevel  is  put  at  angle  A  B  0=135°,  so  that  the  work  can  be  tested  as  it 
proceeds. 


FOURTH   LESSON. 


THROUGH  MORTISE  AND  TENON. 

In  this,  as  in  the  two  following,  the  piece  is  gotten  out  12  inches  long  and 
squared  as  in  No.  2.  It  is  then  sawed  in  two  pieces  5^  and  6^  inches  in  length. 
Mortise  is  laid  off  on  6l/z  inch  piece  and  tenon  on  5^  inch  piece,  marking  being 
done  with  knife  except  when  mortise  gauge  is  used.  The  tenon  is  cut  with  the 
back  saw,  and  the  mortise  bored  and  chiseled  out.  The  ends  are  then  cut  to 
proper  dimensions. 


INDUSTRIAL  EDUCATION  COMMISSION 


309 


FIFTH    LESSON. 


POLISHED  MORTISE  AND  TENON. 

This  piece  is  merely  another  form  of  No.  4,  involving  the  same  operations 
with  a  few  modifications,  as  can  be  seen  in  the  drawing. 


SIXTH    LESSON. 


DOUBLE  MORTISE  AND  TENON. 

The  same  as  previous  lessons,  except  there  are  two  mortises  and  tenons 
instead  of  one. 


310 


REPORT  OF  THE 


SEVENTH   LESSON. 


BRACE  MORTISE  AND  TENON. 

The  brace  is  put  at  an  angle  of  45°  and  made  of  material  \yz  x  %  inches. 
Tenon  is  flush  with  one  side  of  brace  and  a  shoulder  cut  on  end.  The  whole 
brace  is  slightly  dropped  into  mortise  piece. 


EIGHTH  LESSON. 


IV* 


CONCEALED  MORTISE  AND  TENON. 

This  differs  from  the  preceding  only  that  the  mortise  does  not  pass 
through  the  piece. 


INDUSTRIAL  EDUCATION  COMMISSION 


311 


NINTH   LESSON. 


DOUBLE  MORTISE  AND  TENON. 

Another  form   of  double  mortise  and  tenon,  made  from  inch  material ; 
differing  slightly  in  detail  and  being  somewhat  more  difficult  to  fit. 


TENTH   LESSON. 


OPEN  DOVE-TAIL  JOINT. 

The  most  elementary  form  of  a  dove-tail  joint,  affording  exercise  in  laying 
off  and  cutting  the  mortise  and  tenons  at  oblique  angles. 


312 


RE  POUT  OF  THE 


ELEVENTH   LESSON, 


KEYED  SCARF  JOINT. 

This,  on  account  of  its  oblique  faces  and  splayed  ends,  is  somewhat  diffi- 
cult to  fit.  The  key  forces  the  pieces  into  position  and  securely  holds  them 
there. 


TWELFTH   LESSON. 


MITRE  JOINT. 

The  mitres  are  cut  at  an  angle  of  45°  without 
using  a  mitre  box,  and  are  then  glued  together. 
Great  care  is  required  to  make  the  glued  pieces 
form  a  right  angle. 


INDUSTRIAL  EDUCATION  COMMISSION. 


313 


THIRTEENTH  LESSON. 


2/2 


LAP  JOINT. 


In  this,  as  in  the  preceding  one,  the  difficulty  is  to  make  a  neat  fit  at  right 
angles. 


314 


REPORT  OF  THE 


FOURTEENTH  LESSON. 


HOPPER  LAP  JOINT. 

In  the  drawing  but  one  angle  of  the  hopper  is  shown,  but  the  student 
makes  the  complete  hopper.  The  method  of  laying  off  the  work,  which  is 
somewhat  complicated,  is  fully  explained  to  him,  and  in  no  case  is  he  permitted 
to  proceed  until  it  is  laid  out  with  precision. 


INDUSTRIAL  EDUCATION  COMMISSION 


315 


FIFTEENTH  LESSON. 


2V2" 


—  3/4" — > 


GAINED  JOINT. 


The  inner  surface  of  the  gain  must  be  flat  and  true,  in  order  to  produce 
the  proper  angle.    The  joint  is  glued. 


316 


REPORT  OF  THE 


SIXTEENTH  LESSON. 


LAP  DOVE-TAIL  JOINT. 
A  more  difficult  form  to  lay  off,  cut  and  dress. 


INDUSTRIAL  EDUCATION  COMMISSION 


317 


SEVENTEENTH  LESSON. 


2  a 


THROUGH  DOVE-TAIL  JOINT. 

The  simplest  form  of  a  dove-tail  joint  at  right  angles,  affording  practice 
in  laying  off,  cutting  and  dressing  the  corresponding  parts  to  exact  form  and 
dimensions. 


EIGHTEENTH  LESSON, 


MITRE  Box. 

The  box  is  for  subsequent  use  in  sawing  mitres  and  must  be  made  with 
great  precision,  angles,  and  right  angles,  and' bottom  of  uniform  width. 


318 


RE  POUT  OF  THE 


NINETEENTH  LESSON 


MOULDING. 

In  this  the  work  is  laid  off  from  an  oblique  section  as  indicated  in  drawing 
but  of  full  size.  The  drawing  of  the  oblique  section  is  laid  upon  the  material 
at  the  proper  angle  and  pricked  through,  thus  marking  the  lines  at  which  the 
surfaces  change  direction.  The  proper  tools  are  now  taken  and  the  material 
worked  to  the  desired  form.  The  hollow  and  rounding  planes  are  used  here 
for  the  first  time. 


TWENTIETH  LESSON. 


k 


ANOTHER  FORM  OF  MOULDING. 

Much  as  the  former,  except  here  a  right  section  is  taken  from  which  to  lay 
off  the  work,  and  the  marking  is  done  on  the  end  of  the  piece. 


INDUSTRIAL  EDUCATION  COMMISSION 


319 


TWENTY-FIRST  LESSON. 


GLUE  JOINTS. 

This  is  made  from  alternate  Cherry  and  Walnut  strips  so  that -the  quality 
of  the  work  can  be  seen  at  a  glance. 


TWENTY-SECOND   LESSON. 


o 


c ; 


DOWEL  JOINTS. 

In  this  also  two  kinds  of  wood  are  used  alternately.     The  drawing  shows 
the  nature  of  the  work. 


320 


REPORT  OF  THE 


TWENTY-THIRD   LESSON. 


GOTHIC  PANEL. 

This  exercise  affords  a  variety  of  work.  The  inner  edges  of  stiles  are 
chamfered,  the  upper  rail  has  moulding  worked  upon  it,  and  the  bottom  of 
panel  is  veneered  along  the  top  of  a  piece  of  moulding  placed  above  the  lower 
rail.  The  panel  and  veneer  are  made  of  fancy  woods,  thus  presenting  a  hand- 
some appearance  when  completed. 


INDUSTRIAL  EDUCATION  COMMISSION 


321 


TWENTY-FOURTH  LESSON. 


I 


WOOD  CARVING. 

The  work  is  laid  off  with  gauge,  after  the  stick  is  dressed  square. 
Templates  are  made  from  curves  in  full  size  sectional  drawings.  The  cutting 
is  done  with  chisels  and  carving  tools,  the  templates  being  frequently  applied 
in  order  to  keep  the  moulding  of  proper  shape  and  uniform  size. 


322 


REPORT  OF  THE 


TWENTY-FIFTH  LESSON. 


ORNAMENTAL  VENEERING. 

The  different  pieces  of  veneer  are  made  of  different  kinds  of  wood,  thus 
producing  a  beautiful  effect.  It  requires  considerable  care  to  bring  the  lines 
of  divisions  as  indicated  in  the  drawing. 


TWENTY-SIXTH  LESSON. 


-12"- 


ORNAMENTAL  INLAYING. 

Seven  narrow  strips  of  different  kinds  of  veneer  are  glued  together,  so  as 
to  form  a  piece  %  inch  wide.  That  is  then  inlaid  in  a  solid  piece  of  hard 
wood,  as  shown  in  the  drawing,  a  number  of  them  being  placed  at  regular 
distances  apart. 


INDUSTRIAL  EDUCATION  COMMISSION 


323 


TWENTY-SEVENTH  LESSON. 


-6- 


MARQUETRY. 

The  narrow  strips  and  diamond-shaped  pieces  are  inlaid  and  made  of 
different  wood  from  the  block  into  which  they  are  put. 


Machine  Work  in  Wood. 


The  appliances  for  this  work  are  as  follows :  Six  wood-turning  lathes, 
strained  scroll  saw,  planer  and  circular  sawing  machine.  With  each  lathe  is  a 
set  of  six  turning  chisels,  a  set  of  six  gouges,  a  parting  tool,  a  pair  of  calipers, 
a  pair  of  compasses,  a  try-square,  a  two-foot  rule  and  an  oil  can. 

In  this  course  not  only  the  use  of  tools  is  necessary,  but  the  eye  must  be 
carefully  trained,  as  many  of  the  varied  forms  which  arise  in  wood-turning  are 
tedious  and  difficult  to  measure.  A  skilled  workman  should,  therefore,  be  able 
to  produce  work  without  measuring  the  smaller  details  that  shall  conform 
substantially  to  the  drawing. 


324 


REPORT  OF  THE 


FIRST  LESSON, 


A  CYLINDER. 

A  piece  nine  inches  long  and  two  inches  square  is  taken.  The  corners 
are  turned  off  and  it  is  worked  down  to  nearly  the  desired  size  with  the  gouge. 
The  chisel  is  then  used  to  work  it  to  the  given  dimensions,  which  is  determined 
by  frequent  application  of  the  calipers. 


SECOND  LESSON. 


COMMON  CUTS  IN  TURNING. 

The  drawing  represents  half  the  length,  the  remaining  half  being  a  repeti- 
tion of  what  is  shown.  In  this  the  cutting  lines  are  marked  and  the  depth  is 
gauged  by  the  use  of  calipers,  but  the  forms  of  the  curves  in  middle  of  the 
piece  are  determined  entirely  by  the  eye. 


INDUSTRIAL  EDUCATION  COMMISSION. 


325 


THIRD   LESSON. 


ORNAMENTAL  TURNING. 

In  this  we  have  a  variety  of  curves,  besides  a  loose  ring  to  be  turned  upon 
the  small  cylinder,  as  shown  in  the  transverse  section  in  the  drawing.  The  parts 
are  all  worked  to  given  dimensions. 

These  pieces  represent  the  elementary  part  of  the  work,  and  the  student  is 
kept  upon  these  until  he  can  produce  them  accurately  and  with  rapidity. 


326 


REPORT  OF  THE 


FOURTH   LESSON, 


FACE  PLATE  TURNING. 

A  piece  six  inches  square  is  fastened  upon  the  face  plate  from  which  the 
rosette,  as  indicated  in  the  drawing,  is  to  be  turned. 


INDUSTRIAL  EDUCATION  COMMISSION 


327 


FIFTH   LESSON. 


NEWEL  POST  CAP. 

The  main  part  of  the  cap  is  made  of  Walnut.    The  central  rosette,  which  is 
turned  to  fit  into  it,  is  of  Cherry. 


SIXTH  LESSON. 


A  CYLINDRICAL  RING. 

This  piece  is  turned,  both  inside  and  outside,  and  consequently  requires 
two  chuckings.    It  is  made  of  either  Cherry  or  Walnut. 


328 


REPORT  OF  THE 


SEVENTH   LESSON, 


ORNAMENTAL  VASE. 

As  can  be  seen  in  section,  the  vase  is  made  with  a  lid  which  fits  neatly  upon 
it  The  vase  is  turned  both  inside  and  outside  as  in  case  of  the  ring,  but  here 
the  chucking  is  more  difficult,  and  fitting  the  lid  requires  very  careful  work. 
There  is  a  loose  ring  turned  on  the  stem. 


EIGHTH   LESSON. 


HAND  WHEEL. 
The  rim  and  hub  are  turned.    The  spokes  are  cut  out  with  saw  and  chisel. 


INDUSTRIAL  EDUCATION  COMMISSION. 


329 


NINTH  LESSON. 


GROOVED  WHEEL. 

It  is  made  in  two  pieces,  each  of  which  is  turned  separately  on  an  arbor. 
The  inner  part  of  one  is  turned  the  reverse  of  the  other.  When  worked  to 
nearly  the  given  dimensions,  they  are  both  put  upon  the  same  arbor,  driven 
tightly  together,  and  finished  in  this  position. 


Pattern-Making. 


The  student  is  now  ready  for  pattern-making,  in  which  he  will  apply  the 
knowledge  and  skill  acquired  in  both  carpentry  and  wood-turning. 

As  the  applications  for  patterns  extend  into  nearly  every  industry,  a  great 
variety  of  forms  is  required,  and  from  these  many  courses  of  equal  value  might 
be  arranged.  In  this  course,  with  a  few  exceptions,  we  have,  therefore,  no  fixed 
exercises  for  each  class.  After  a  few  preliminary  ones,  the  students  are 
required  to  make  patterns  from  drawings,  previously  made  of  some  machine 
or  part  of  a  machine,  which  they  are  to  construct  later  in  their  course. 

The  fact  that  the  patterns  are  to  be  actually  used  is  an  incentive  to  good 
work.  During  the  construction  the  student  is  shown  how  the  grain  should  lie 
in  the  different  pieces  forming  the  pattern  ;  where  and  what  allowance  is  to  be 
made  for  warping,  shrinking,  &c.,  and  in  what  manner  the  different  forms 
should  be  constructed  to  draw  properly  from  the  sand.  The  following  plates 
are  only  preparatory  to  this  course: 


330 


REPORT  OF  THE 


FIRST  LESSON. 


T  PIPE. 

The  pattern  is  made  in  halves. 

The  body  and  flanges  are  first  completed,  the  branch  is  then  made  and 
fitted  to  the  body.  Care  must  be  taken  that  the  branch  is  of  such  length  that 
the  fitting  will  bring  to  the  size  desired. 


INDUSTRIAL  EDUCATION  COMMISSION 


331 


SECOND   LESSON. 


RETURN  BEND. 

A  ring  semicircular  in  section  is  first  turned  of  such  a  radius  as  desired  for 
the  bend.  As  much  of  this  is  then  taken  as  required  for  the  pattern.  The 
half  flanges  are  fastened  by  screws  passing  through  the  center  of  the  pattern 
into  the  flange. 


332 


REPORT  OF  THE 


THIRD   LESSON, 


ir\f 


PILLOW  BLOCK. 

A  piece  is  first  prepared  for  the  base  of  the  desired  size,  allowing  for  the 
contraction  of  the  casting  in  cooling.  The  pattern  is  built  up  from  this  as 
indicated  in  cut.  The  student  is  also  required  to  make  the  core  box. 


INDUSTRIAL  EDUCATION  COMMISSION. 


333 


FOURTH  LESSON. 


GLOBE  VALVE. 

In  this  the  two  pieces  of  wood  are  taken  of  sufficient  size,  so  that  when 
pegged  together  the  ball  or  body  of  the  pattern  can  be  taken  out  of  them. 
The  branch  is  then  made  and  fitted  to  the  ball. 


334  REPORT  OF  THE 


Forging. 


For  this  work  there  are  eight  Sturtevant  forges,  each  supplied  with  blast  by 
a  power  blower,  each  provided  with  an  anvil,  tongs,  punches,  heading  tools,  hot 
and  cold  chisels,  hammer  and  a  two-foot  square.  There  are  also  in  this  room 
four  complete  sets  of  swedging  tools,  set  hammers,  flatters,  fullers,  sledges, 
two  large  box  vises,  and  a  self-feed  post  drill.  A  drawing  laid  out  to  the 
working  dimensions  is  placed  in  the  forge  room  for  reference  during  the  exer- 
cise. The  piece  is  then  forged  in  detail  by  the  instructor  before  the  class, 
calling  attention  to  the  important  points  as  he  proceeds  with  the  work.  The 
student  himself  is  then  required  to  forge  the  piece,  the  instructor  giving  assist- 
ance only  in  case  of  necessity. 


THE  FIRST  LESSON 

Comprises  the  building  and  keeping  of  forge  fires  in  proper  condition  upon 
which,  in  forging,  so  much  depends.  The  student  is  also  shown  what  degree 
of  heat  is  necessary,  and  how  to  determine  when  that  degree  is  obtained  for 
the  successful  working  of  the  various  forms. 


INDUSTRIAL  EDUCATION  COMMISSION. 


335 


SECOND   LESSON. 


-43/8"- 


-3V2- 


DRAWING,  FORMING  AND.  BENDING. 
The  successive  steps  of  the  exercise  are  fully  explained  by  the  drawing. 


THIRD   LESSON. 


DRAWING  AND  FORMING. 

As  seen  in  the  cross  sections  of  the  finished  piece,  a  portion  is  round, 
another  is  square,  another  octagonal  and  the  one  end  tapered  to  a  round  point. 
The  student  is  here  shown  that  a  welding  heat  is  necessary  in  drawing  common 
iron,  otherwise  its  parts  are  likely  to  separate  lengthwise. 


336 


REPORT  OF  THE 


FOURTH   LESSON 


-10  v* 


•10- 


BENDING. 

One  bar  each  of  round  and  flat  iron  are  bent  in  circular  form  and  welded. 
In  forming  the  staples,  drawing  as  well  as  bending  is  involved.  Whenever 
possible  useful  forms  are  invariably  selected,  but  the  introduction  of  principles 
is  considered  of  the  first  importance,  and  frequently  much  time  can  be  saved 
by  taking  plain  forms. 


INDUSTRIAL  EDUCATION  COMMISSION 


337 


EIGHTH  LESSON. 


UPSETTING  BEFORE  BENDING. 


This  piece  is  made  heavy  at  the  middle,  and  bent  at  that  point.     It  makes 


much  stronger  angle  than  the  preceding  one. 


NINTH  LESSON. 


BENDING  AND  TWISTING. 

The  bar  is  bent  without  upsetting.    It  is  a  post  floor  hanger,  and  is  twisted 
to  bring  it  to  the  proper  shape  to  receive  the  timber. 


338 


KEPOPT  OF  THE 


TENTH  LESSON, 


DRAWING,  BENDING  AND  TWISTING. 

The  ends  are  drawn  out  for  hook  and  eye  and  made  round.  The  twist  in 
central  part  is  ornamental.  The  S  hook  is  to  accustom  the  student  to  forming 
graceful  curves  with  iron. 


INDUSTRIAL  EDUCATION  COMMISSION 


339 


ELEVENTH  LESSON. 


UPSETTING,  WELDING,  FORMING  AND  PUNCHING. 
A  tool  for  making  the  heads  of  bolts,  &c.,  called  a  heading-tool. 


340 


REPORT  OF  THE 


TWELFTH  LESSON. 


±^^«"5%*— . 


BRACKET. 
This  involves  upsetting,  drawing,  bending,  chamfering  and  punching. 


INDUSTRIAL  EDUCATION  COMMISSION. 


341 


THIRTEENTH  LESSON. 


RING. 

The  ring  is  made  from  three  pieces  welded  together.    The  main  part  being 
made  of  lighter  material  than  the  ends  and  angles. 


FOURTEENTH  LESSON. 


BUTT  OR  JUMP  WELD. 

The  ends  are  upset  and  made  square  after  which  they  are  welded  by  butting 
them  together.  Instruction  is  given  as  to  how  the  weld  should  be  dressed  to 
preserve  its  strength. 


342 


REPORT  OF  THE 


FIFTEENTH  LESSON. 


C) 


-2'6' 


BOLTS  AND  RIVETS. 

These  are  formed  with  the  heading-tool  made  in  lesson  eleven.     The  prin- 
cipal feature  in  this  exercise  is  to  keep  the  stem  in  the  centre  of  the  head. 


SIXTEENTH  LESSON. 


\ 

-1  5/8 '' 


BOLT-MAKING. 

The  stock  is  upset  as  in  a  previous  lesson,  but  in  this  the  head  is  made 
hexagonal  instead  of  square.  Great  care  is  necessary  to  make  the  head  regular, 
and  #s  in  the  lesson  above,  to  keep  the  body  of  piece  in  centre  of  head. 


INDUSTRIAL  EDUCATION  COMMISSION. 


343 


SEVENTEENTH  LESSON. 


r 


r 


NUTS. 


The  drawing  explains  the  method  of  making  hexagonal  and  square  nuts. 


344 


REPORT  OF  THE 


EIGHTEENTH  LESSON, 


EYE  STAY  OR  BRACE. 

The  two  ends  are  bent  so  as  to  be  at  right  angles  to  each  other  while 
making  different  angles  with  the  bar.  The  eye  is  formed  from  the  body  of  the 
piece,  while  the  tang  is  formed  separately  and  welded  on. 


NINETEENTH  LESSON. 


WELDING  LINKS. 

In  this  the  scarf  is  somewhat  different  from  that  in  the  ordinary  weld.   The 
links  are  twisted  in  the  finished  chain. 


INDUSTRIAL  EDUCATION  COMMISSION. 


345 


TWENTIETH  LESSON. 


-av* 


~v__ 

IT- 

o 

r 

\ 

HASP. 
This  brings  in  splitting,  in  connection  with  what  has  been  given  before. 


TWENTY- FIRST  LESSON. 


11  %• 


9J/«- 


Same  as  in  a  preceding  lesson,  except  one  piece  is  bent  on  its  edge.     The 
two  are  put  together  to  show  difference  in  the  scarfing. 


346 


REPORT  OF  THE 


TWENTY- SECOND  LESSON, 


ROPE  HOOK. 

The  eye  is  formed  by  turning  and  welding  it  in  such  a  manner  as  to  give  it 
the  appearance  of  being  punched. 


TWENTY-THIRD  LESSON 


CHAIN  HOOK. 

In  this  the  eye  is  punched  and  the  greatest  care  is  taken  to  give  it  the 
maximum  strength  with  the  material  used. 


INDUSTRIAL  EDUCATION  COMMISSION. 


347 


TWENTY-FOURTH   LESSON. 


WELDED  CORNER. 

Two  pieces  welded  at  right  angles,  illustrating  the  kind  of  scarf  .necessary 
for  this  weld. 


TWENTY-FIFTH   LESSON. 


T  WELD. 

In  this  the  pieces  are  welded  in  the  form  of  a  T.    The  scarf  is  somewhat 
different  and  the  weld  is  more  difficult  to  make. 


348 


REPORT  OF  THE 


TWENTY-SIXTH    LESSON, 


BLACKSMITH  TONGS. 

The  jaws  are  made  from  %  inch  square  iron  and  welded  to  lighter  pieces 
for  the  handles.  This  exercise  combines  nearly  all  the  principles  that  have 
been  gone  over  in  former  lessons  and  closes  the  course  in  iron  forging. 


Steel  Forging. 


The  student  has  now  acquired  considerable  skill  in  producing  forms,  as 
well  as  regulating  heat  in  the  working  of  iron.  In  working  steel  slight  varia- 
tions are  necessary,  but  he  soon  becomes  familiar  with  these  and  is  ready  to 
take  up  hardening,  tempering  and  annealing,  which  are  of  supreme  importance 
in  the  making  of  tools,  &c. 


TWENTY-SEVENTH   LESSON. 


WELDING. 
Steel  to  iron  and  steel  to  steel  by  lap  weld. 


INDUSTRIAL  EDUCATION  COMMISSION. 


349 


TWENTY-EIGHTH   LESSON 


r 


IRON  AND  STEEL  WELDING. 
Steel  welded  to  iron  by  split  scarfing. 


TWENTY-NINTH   LESSON, 


WRENCH. 

This  is  formed  here  to  be  finished  in  the  filing  course  which  follows.    The 
student  here  finds  the  difference  between  working  irt>n  and  steel. 


THIRTIETH   LESSON. 


BLACKSMITH'S  PUNCH. 
After  forging  it  is  hardened  and  tempered. 


350 


REPORT  OF  THE 


THIRTY-FIRST  LESSON. 


FLAT  COLD  CHISEL. 
The  forging  is  a  sample  form,  but  it  gives  practice  in  tempering. 


THIRTY-SECOND   LESSON. 


CAPE  CHISEL. 


Forming  and  tempering. 


THIRTY-THIRD  LESSON. 


O 


DRILL. 

Here  the  form  is  somewhat  more  difficult  to  produce,  and  is  tempered  to 
a  dark  straw  color  instead  of  a  brown,  as  in  the  two  preceding  lessons. 


INDUSTRIAL  EDUCATION  COMMISSION. 


351 


THIRTY-FOURTH  LESSON. 


LATHE  TOOL. 

.  0 

Forged  as  indicated  and  properly  tempered. 


THIRTY-FIFTH  LESSON. 


SIDE  TOOL. 

These  tools  are  comparatively  easy  to  form  after  the  course  in  iron  forging, 
but  close  attention  is  necessary  to  properly  temper  them. 


352 


REPORT  OF  THE 


THIRTY-SIXTH  LESSON. 


PLANE  IRON. 

In  the  preceding  lessons  on  tempering  the  pieces  have  been  hardened  on 
or  near  the  cutting  edge  while  in  this  the  whole  piece  is  tempered. 


Vise  Work, 


For  this  work  the  shop  is  provided  with  eight  swive.1  vises,  and  a  supply  of 
small  tools,  as  follows  :  Cold  chisels  of  different  forms,  chipping  hammers,  an 
assortment  of  files,  file  cards,  try-squares,  calipers,  scratch  gauges,  hand  vises, 
&c.,  &c.  This  course  is  intended  to  give  practice  in  the  use  of  different  hand 
tools  for  metal,  and  also  to  teach  the  student  how  to  keep  them  in  order. 
Each  lesson  is  varied  in  such  a  manner  as  to  insure  the  introduction  of  the 
different  shaped  files.  The  castings  are  planed,  not  true,  to  remove  the  rough 
scales  which  are  so  injurious  to  files. 


INDUSTRIAL  EDUCATION  COMMISSION. 


353 


THIRTY-FOURTH    LESSON, 


it 


LATHE  TOOL. 
Forged  as  indicated  and  properly  tempered. 


THIRTY-FIFTH  LESSON. 


SIDE  TOOL. 


These  tools  are  comparatively  easy  to  form  after  the  course  in  iron  forging, 
but  close  attention  is  necessary  to  properly  temper  them. 


354 


REPORT  OF  THE 


THIRTY-SIXTH  LESSON. 


PLANE  IRON*. 

In  the  preceding  lessons  on  tempering  the  pieces  have  been  hardened  on 
or  near  the  cutting  edge,  while  in  this  the  whole  piece  is  tempered. 


Vise  Work, 


For  this  work  the  shop  is  provided  with  eight  swivel  vises,  and  a  supply  of 
small  tools,  as  follows :  Cold  chisels  of  different  forms,  chipping  hammers,  an 
assortment  of  files,  file  cards,  try-squares,  calipers,  scratch  gauges,  hand  vises, 
&c.,  &c.  This  course  is  intended  to  give  practice  in  the  use  of  different  hand 
tools  for  metal,  and  also  to  teach  the  student  how  to  keep  them  in  order. 
Each  lesson  is  varied  in  such  a  manner  as  to  insure  the  introduction  of  the 
different  shaped  files.  The  castings  are  planed,  not  true,  to  remove  the  rough 
scales  which  are  so  injurious  to  files. 


INDUSTRIAL  EDUCATION  COMMISSION. 


355 


FIRST  AND  SECOND  LESSONS. 


FILING  TO  LINE. 

I.  A  plain  block  of  cast  iron  is  taken,  and  one  face  is  filed  true.    The 
student  is  taught  how  to  hold  the  file  and  move  the  arms  to  produce  a  true 
surface. 

II.  An  edge  and  end  are  filed  square  with  true  surface,  using  a  try-square 
to  test  the  accuracy  of  the  work. 


THIRD  LESSON. 


FILING  HALF  HEXAGON. 

The  same  casting  is  used  as  in  lessons  one  and  two.  The  student  lays  out 
a  half  hexagon  on  the  end  of  the  piece,  lines  it,  and  then  files  it  to  the  lines  as 
indicated  in  the  figure. 


356 


REPORT  OF  THE 


FOURTH  LESSON 


-4". 


RACK-TEETH. 
This  piece  shows  the  different  files  used  to  form  sharp  angles  of  this  kind. 


FIFTH  LESSON. 


DOVE-TAILING. 

The  piece  being  of  wrought  iron  shows  the  difference  of  working  the  two 
metals.    It  introduces  drilling,  sawing  and  filing. 


INDUSTRIAL  EDUCATION  COMMISSION. 


357 


SIXTH    LESSON. 


l__  •_.-!::- 


SCREW  BLANK. 

This  is  reduced  in  size  its  entire  length ;  then  a  portion  is  reduced  more 
than  the  other  forming  a  shoulder,  the  reduced  portion  being  kept  round  in 
section  and  in  the  centre  of  the  stock. 


SEVENTH  LESSON, 


WRENCH. 

The  wrench  made  in  the  forging  course.     It  introduces  inside  and  outside 
curves,  and  a  square  hole  to  be  filed  from  a  round  one. 


358 


REPORT  OF  THE 


EIGHTH  LESSON. 


RING  WORK. 

The  material  for  this  exercise  is  on  the  right  in  the  drawing  and  two  pro- 
jections of  the  finished  piece  are  on  the  left.  The  object  is  to  make  the  ring 
circular  in  section  from  the  casting  which  is  square  in  section,  and  to  make  all 
the  surfaces  of  the  tang  straight  and  at  right  angles  to  each  other. 


NINTH  LESSON. 


2" 


I 


CHIPPING  BEVEL. 

The  casting  is  lined  by  the  student  the  proper  distance  from  the  edge 
which  is  to  be  beveled.  It  is  cut  down  to  the  line,  using  a  hammer  and  flat 
cold  chisel. 


INDUSTRIAL  EDUCATION  COMMISSION. 


359 


TENTH  LESSON. 


OVAL  FILING. 

A  flat  piece  of  cast  iron  upon  which  an  oval  shape  is  marked  out.  It  is 
drilled  out  as  near  to  the  marks  as  possible,  and  then  chipped  and  filed  to  the 
line. 


ELEVENTH    LESSON. 


THREAD  CUTTING. 

A  line  representing  the  thread  is  marked  off  twelve  times  around  the 
piece,  the  pitch  being  kept  the  same  throughout.  The  filing  is  done  by  using 
the  half-round  and  three-cornered  files. 


360 


REPORT  OF  THE 


TWELFTH   LESSON, 


CHIPPING  (WROUGHT  IRON.) 


A  rectangular  groove  %  x 
piece,  and  another  groove  X  x 


inch  is  chipped  entirely  across  the  face  of  the 
incn  three-eighths  of  the  distance  across. 


THIRTEENTH   LESSON. 


CHIPPING. 


Same  block  is  used.    An  oval  is  cut  upon  one  side  introducing  concave 
chipping,  as  is  shown  in  the  right-hand  projection. 


INDUSTRIAL  EDUCATION  COMMISSION. 


361 


FOURTEENTH  LESSON. 


T-I 


\ 


— -2' 


CONVEX  CHIPPING. 

Here,  on  same  block,  is  introduced  convex  chipping  in  the  form  of  a  half 
cylinder  part  way  across  the  face  of  the  piece.     Also,  more  concave  cutting. 


FIFTEENTH  LESSON. 


.4:' 


HAND  VISE  FILING. 

A  round  piece  of  steel  is  reduced  in  diameter  its  entire  length  and  filed  at 
one  end  to  a  tapering  joint. 


362 


REPORT  OF  THE 


SIXTEENTH  LESSON. 


PARALLEL  FITTING. 

The  casting  is  lined  by  the  student  and  fitted  as  shown  in  the  plate.  The 
practice  which  he  has  acquired  is  here  called  into  use^as  one  misstroke  of  the 
file  may  necessitate  his  beginning  a  new  piece, 


INDUSTRIAL  EDUCATION  COMMISSION. 


363 


Machine  Work  in  Iron. 


In  this  course,  after  a  few  elementary  pieces,  the  student  is  required  to 
build  some  machine.  If  it  is  too  large  for  one  to  complete  during  his  course, 
more  students  are  put  upon  it,  and  in  this  way  a  working  piece  of  mechanism 
is  produced,  the  result  of  their  combined  efforts.  We  hope,  by  this  method,  to 
add  to  our  equipment  special  machines  designed  and  built  by  our  own  students 
in  mechanical  engineering.  Some  little  work  has  already  been  done  by  special 
students.  Below  will  be  found  a  few  of  the  elementary  lessons  required  by 
all  students  who  enter  upon  this  work. 


SECOND  LESSON. 


...  if—., 


PLAIN  TURNING. 

The  piece  is  centred,  put  upon  the  lathe  and  ends  faced  up,  making  It 
exactly  six  inches  in  length.  It  is  then  turned  down  its  entire  length  to  two 
inches  in  diameter.  A  portion  of  it  is  then  cut  down  to  a  smaller  diameter, 
leaving  a  square  shoulder  one  and  one-half  inches  from  the  end.  The  ends 
are  then  chamfered.  The  exercise  gives  practice  in  selecting,  grinding  and 
setting  the  proper  cutting  tools. 


364 


HE  PORT  OF  THE 


THIRD  LESSON. 


TAPER  TURNING. 

The  finished  piece  of  last  exercise  is  taken  for  the  stock  of  this.  The  object 
of  this  lesson  is  to  show  how,  by  moving  the  toil  stock  to  the  front  or  rear,  any 
desired  taper  may  be  turned. 


FOURTH  LESSON. 


CHUCKING  AND  BORING. 

The  solid  blank  is  centred,  and  then  bored  out  by  placing  the  drill  in  the 
slot  of  tool  posts  and  using  toil  stock  to  force  drill  through. 


INDUSTRIAL  EDUCATION  COMMISSION 


365 


FIFTH  LESSON 


A  HANDLE. 

This  lesson  gives  practice  in  using  the  cross  feed  by  hand  to  produce  a 
given  curve,  while  the  longitudinal  feed  is  operated  by  the  lathe. 


SIXTH  LESSON. 


CONNECTING  ROD. 

This  involves  about  all  the  principles  of  the  preceding  lessons  besides 
some  planer  work. 


366 


REPORT  OF  THE 


SEVENTH  LESSON. 


SCREW  CUTTING. 

The  student  is  shown  how  to  arrange  the  gearing  for  cutting  threads  of 
different  pitch.  He  then  cuts  twelve  threads  to  the  inch  upon  the  bolt  given 
him. 


EIGHTH  LESSON 


INSIDE  SCREW  CUTTING. 
The  thread  is  cut  for  the  bolt  in  the  preceding  lesson. 


INDUSTRIAL  EDUCATION  COMMISSION. 


367 


NINTH     .ESS  ON. 


SURFACE    GAUGE. 

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INDUSTRIAL  EDUCATION  COMMISSION. 

8.  Swarthmore  College. 

Swarthmore  College  offers  four  courses  of  study.  1.  Course  in  arts, 
2.  Course  in  letters,  3.  Course  in  science,  4.  Course  in  engineering. 

Candidates  for  admission  to  the  freshman  class  are  examined  in  the 
following  subject :  Mathematics; — Arithmetic,  algebra,  through  equa- 
tions of  the  second  degree  of  one  unknown  quantity,  geometry.  The 
whole  of  plane  geometry  :  English: — History,  geography. 

In  addition  to  the  above,  the  candidate  will  be  examined  in  one  of 
the  following  subjects  as  he  'may  elect : 

5.  Latin. — Caesar,  Gallic   War,  four  books;    Virgil's   Jllneid,   six 
books;  Allen's  Latin  Composition;  as  inucn  knowledge  of  Roman 
antiquities  as  may  be  gained  from  Wilkin's  Primer ;  as  much  knowl- 
edge of  classical  geography  as  man  be  gained  from  Tozer's  Primer; 
and  as  much  knowledge  of  classical  mythology  as  may  be  gained  from 
Cox's  Manual  of  Mythology. 

For  the  Caesar  other  Latin  may  in  certain  cases  be  substituted,  but 
only  in  accordance  with  previous  agreement. 

6.  French. — The  candidate  should  be  familiar  with  the  grammar, 
especially  with  the  formation  and  use  of  verbs.     He  should  be  able 
to  read  easy  French  at  sight,  and  to  translate  simple  English  sentences 
into  French. 

7.  German. — The  preparation  in  German  should  occupy  one  year. 
The  candidate  should  be  able  to  read  easy  German  at  sight,  and  to 
translate  simple  English  sentences  into  correct  German. 

Candidates  lor  the  classical  section  must  pass  the  above  examina- 
tion in  Latin. 

Greek  is  not  required  for  admission,  but  students  who  have  been 
prepared  in  Greek  may  continue  in  that  language  with  students  in 
the  higher  college  classes. 

Candidates  for  the  scientific  section,  who  have  had  no  opportunity 
to  prepare  in  Latin,  French  or  German,  will  not  be  rejected  on  account 
of  such  deficiency,  if  they  are  otherwise  qualified.  An  opportunity 
will  be  offered  to  make  up  the  deficiency  after  admission. 

For  Advanced  Standing  — Candidates  must  be  further  examined  in 
the  studies  already  pursued  by  the  class  for  which  they  present  them- 
selves ;  but  in  the  case  of  such  students,  real  equivalents  are  accepted 
for  any  of  the  studies  gone  over  by  the  class. 

Candidate  for  the  freshman  class  are  admitted  on  certificate  with- 
out examination  from  certain  approved  schools. 

The  cost  ot  board  and  tuition  is  $450  per  year. 

A  deduction  of  $100  per  year  is  made  to  all  students  who  are  chil- 
dren of  members  of  the  religious  society  of  friends. 

For  day  scholars  the  price  is  $200  per  year. 

The  course  in  engineering,  leading  to  the  degree  of  bachelor  of 
science  in  engineering  offers,  in  its  various  studies  and  exercises,  a 
24  ED.  COM. 


370  REPORT  OF  THE 

training  which  is  believed  to  be  well  adapted  to  the  needs  of  civil  and 
of  mechanical  engineers,  as  well  as  of  the  large  class  who  are  to  be 
concerned  with  the  material  interest  of  the  country,  with  manufactur- 
ing, with  industrial  pursuits,  or  with  any  of  the  many  other  occupa- 
tions allied  to  engineering.  Il  embraces  liberal  and  technical  instruc- 
tion in  the  mathematical,  physical  and  graphical  sciences,  and  their 
applications,  in  practical  field  engineering,  in  the  arts  of  design  and 
construction,  and  in  the  use  of  tools,  materials,  and  machinery,  and  in 
processes. 

STUDIES  OF  THE  COURSE  IN  ENGINEERING. 

Elective  studies  must  be  so  chosen  as  not  to  interfere  with  those  which  are  pro- 
scribed, 

FRESHMAN  YEAR. 

FIRST  SEMESTER.— Prescribed.—  Shop  Work  and  Draughting,  6;  Mathematics, 
4;  Chemistry,  4;  Natural  History,  2;  Electives,  4.  Total,  20  Periods. 

Electives. — French,  4  ;  History,  4  ;  English,  4. 

Extras. — Phonography,  2  ;  Drawing  and  Painting,  2  ;  Pedagogics,  2  ;   Elocution,  'J. 

SECOND  SEMESTER. — Prescribed. — Shop  Work  and  Draughting,  6;  Mathematics-, 
4 ;  Chemistry,  4  ;  Rhetoric,  2  ;  Electives,  4.  Total,  20  Periods. 

Electives. — German,  4  ;  English,  4. 

Extras. — Phonography,  2  ;  Drawing  and  Painting,  2  ;  Pedagogics,  2  ;  Elocution,  2. 

SOPHMORE  YEAR. 

FIRST  SEMESTER.— Pre  cribcd.— Descriptive  Geometery  and  Surveying,  4;  Shop 
Work  and  Draughting,  4  ;  Mathematics,  4,  Chemistry,  2;  Physics,  2;  Electives,  4. 
Total,  20  Periods. 

Electives. — German,  4;  English,  4. 

Extras.—  Phonography,  2  ;  Drawing  and  Painting,  2  ;  Pedagogics,  2  ;  Elocution,  2. 

SECOND  SEMESTER.— Prescribed.— Mechanics,  4;  Shop  Work  and  Draughting,  4  ; 
Mathematics,  4  ;  Chemistry,  2  ;  Physics,  2 ;  Electives,  4.  Total,  20  Periods. 

Electiv'es.— French,  4;  History,  4;  English,  4;  Elocution,  2;  Descriptive  Astron- 
omy, 2. 

Extras.—  Phonography,  2;  Drawing  and  Painting,  2;  Pedagogics,  2. 

JUNIOR  YEAR. 

FIRST  SEMESTER. — Prescribed. — Engineering,  6;  Engineering  Practice,  2;  Math- 
ematics, 4  ;  Physics,  4  ;  Electives,  4.  Total,  20  Periods. 

Electives. — Chemistry,  4  ;  Biology,  4  ;  German,  4;  History,  4  ;  English  4. 

Extras. — Phonography,  2  ;  Drawing  and  Painting,  2  ;  Pedagogics,  2  ;  Elocution,  !?. 

SECOND  SEMESTER. — Prescribed. — Engineering,  6;  Engineering  Practice,  2; 
Mathematics,  4  ;  Physics,  4  ;  Electives,  4.  Total,  20  Periods. 

Electives. — Chemistry,  4  ;  Biology,  4  ;  French,  4  ;  History,  4  ;  English,  4. 

Extras.—  Phonography,  2  ;  Drawing  and  Painting,  2  ;  Pedagogics,  2  ;  Elocution,  2. 

SENIOR  YEAR. 

FIRST  SEMESTER. —  Prescribed. — Engineering,  8  ;  Engineering  Practice,  4;  Elo- 
cution, 2;  Logic,  1;  Geology,  1:  Electives,  4.  Total,  20  Periods. 

Electives. — Astronomy,  4  ;  Political  Science,  4  ;  English,  4  ;  French,  4 ;  Chemistry, 
4;  Biology,  4;  Mental  and  Moral  Philosophy,  4;  Physics,  4;  .Mineralogy,  2  ;  Peda- 
gogics, 2. 

Extras.— Phonography,  2;  Drawing  and  Painting,  2, 

SECOND  SEMESTER.  —  Prescribed. — Engineering,  8;  Engineering  Practice,  4  ;  Elo- 
cution, 2;  Logic,  1 ;  Geology,  1;  Electives,  4.  Total,  20  Periods. 

Electives. — Astronomy,  4  ;  Political  Science,  4  ;  English,  4  ;  German,  4  ;  Chemistry 
4;  Biology,  4;  Mental  and  Moral  Philosophy,  4;  Physics,  4;  Mineralogy,  2;  Peda- 
gogics, 2. 


INDUSTRIAL  EDUCATION  COMMISSION.  371 

Extras, — Phonography,  2;  Drawing  and  painting,  2. 
Physical  culture  is  required  of  all. 
Essays  are  required  throughout  the  course. 

The  department  of  engineering  is  intended  to  give  a  good  prepa- 
ration to  those  students  who  are  expecting  to  become  either  civil  or 
mechanical  engineers.  The  studies  and  exercises  are  so  arranged  that 
the  graduates  will  be  prepared  to  become  immediately  useful  in  the 
office,  works,  or  field,  in  subordinate  positions,  and,  after  a  fair  amount 
of  such  practice,  to  design  and  take  charge  of  important  works. 

The  location  of  the  college  near  Philadelphia  and  the  many  impor- 
tant manufacturing  cities  in  its  vicinity,  permits  frequent  visits  to  in- 
dustrial and  engineering  works  of  every  kind. 

The  department  is  well  provided  with  the  necessary  field  instru- 
ments, transits,  levels,  plane-table,  etc.,  and  each  student  is  made 
familiar  with  their  use  and  management  by  practical  work  in  the 
field  and  draughting  room,  carefully  planned  to  illustrate  the  actual 
practice  of  the  engineer. 

Included  in  the  work  of  this  department  is  a  course  in  the  mechanic 
arts,  in  which  regular  and  systematic  instruction  is  given  by  skilled 
instructors  in  the  use  of  tools  and  machinery,  and  in  processes.  Pat- 
terns are  made  by  the  students  from  their  own  designs  and  drawings, 
of  machines  or  parts  of  machines,  and  the  castings  are  made,  properly 
fitted  together  and  finished  according  to  the  drawings. 

EQUIPMENT. 

The  draughting  rooms  are  lighted  from  the  north,  are  furnished 
with  adjustable  tables,  models,  etc.,  are  well  ventilated  and  warmed, 
and  are  opened  for  work  during  the  greater  part  of  the  day. 

The  engineering  laboratory  contains  on  Oisen's  testing  machine, 
arranged  for  tensile,  compressive  and  transverse  tests,  a  steam  engine 
indicator,  and  other  valuable  appliances.  It  includes  several  shops, 
in  which  the  students  become  familiar  with  the  nature  and  properties 
of  the  materials  of  construction  (iron,  wood,  brass,  etc.)  employed  by 
the  engineer,  and  with  the  processes  of  working  them  into  the  desired 
forms  for  their  intended  uses.  They  consist  of 

The  machine  shop,  con'  aining  an  excellent  and  complete  assortment 
of  tools,  including  four  screw-cutting  engine  lathes,  three  speed -lathes 
(simple  and  back  geared),  an  iron  planer,  a  complete  universal  mill- 
ing machine,  a  set  of  milling  cutters  adapted  for  general  purposes  and 
for  making  other  cutters,  a  shaper,  a  twist  drill  grinder,  two  upright 
drills,  an  emery  grinder,  a  mill  grinder,  a  grindstone,  fourteen  vises 
(plain  and  swivel),  fourteen  lathe  chucks  (combination,  independent, 
scroll  and  drill),  a  milling  machine  chuck,  a  rotary  planer  chuck,  planer 
centers,  a  set  of  Bett's  standard  gauges,  surface  plates  (Brown  & 
Sharpe),  three  sets  of  twist  drills,  reamers,  mandrels,  screw-plates,  taf  s 
and  dies,  lathe  center  grinder,  a  complete  set  of  steam-fitters'  tools 


372  KEPORT  OF  THE 

with  pipe  vise,  ratchet  drill,  etc.,  together  with  the  many  necessary 
small  tools,  hammers,  chisels,  files,  etc.  Additions  are  constantly  being 
made  to  this  collection  as  they  are  needed,  either  by  manufacture  in 
the  shops  or  by  purchase.  Power  is  iurnished  by  a  steam  engine  and 
boiler,  the  former  fitted  with  an  improved  indicator,  and  the  latter 
with  the  necessary  attachments  for  determining  its  efficiency,  etc. 

The  wood  won  king  shops,  containing  twenty  benches  with  vises,  and 
twenty  sets  of  wood  working  tools,a  grindstone  and  wood- turning  lathes. 

The  smith  shop,  containing  seven  lorges,  anvils,  and  sets  of  black- 
smith tools,  bench  and  vise ;  and 

The  foundry,  with  its  brass  furnace  and  other  equipments. 

The  details  of  the  course  vary  somewhat  from  year  to  year;  but  in 
general,  are  represented  by  the  following  arrangement  of  the  studies  : 

1.  FRESHMAN  CLASS. —  Machine  shop  practice  :    Vise  work,  chipping  and  filing 
to  line,  scraping,  fitting,  tapping,  reaming,  hand-turning  in  brass  and  iron. 

Drawing.— Special  geometric  problems,  working  drawings  tor  the  shop  exercises, 
orthographic  projections,  shadows,  brush  work  and  tinting,  machine  drawing  from 
copy  and  from  measurements,  gears,  eccentrics,  cams,  pulleys,  belting,  etc. 

Engineering* — Lectures  on  the  use  of  tools,  on  the  properties  of  materials,  etc. 

2.  SOPHOMORK  CLASS. — Engineering:  Analytical  mechanics  of  solids  and  fluids  ; 
descriptive  geometry,  including  shades,  shadows  and  perspective,  and  the  careful 
construction  of  the  more  important  problems  ;    land  surveying,  with  field  practice 
and  map  drawing. 

Machine  shop  practice.  —  Lathe  work,  turning,  boring,  screw-cutting,  drilling, 
planing,  milling,  grinding,  polishing,  etc.,  construction  of  a  project. 

Draiving. — Working  drawings  for  the  shop  exercises,  sketches,  drawings  and  blue 
prints  for  special  work  and  projects,  elements  of  machines,  shadows  and  intersec- 
tions, finish.ed  drawings. 

3.  JUNIOR  CLASS. — Before  entering  upon  the  work  of  this  year  the  student  must 
have  completed  course  8  in  mathematics. 

Engineering. — Theory  and  practice  of  road  surveying  and  engineering. 

Geodesy. — Theory,  adjustment  and  use  of  engineering  field  instruments,  farm 
surveying,  leveling,  topographical,  triangular  and  hydrographical  surveying. 

Applied  Mechanics. — Friction  and  other  resistances,  stress  and  strength  of  ma- 
terials. 

Drawing  and  mechanism. — Topographical,  structure  and  machine  drawing,  prin- 
ciples of  mechanism,  visits  to  and  sketches  of  special  machinery  and  structures. 

Practical  exercises  in  the  field  in  the  fall  and  spring  months  and  in  general  labo- 
ratory practice,  including  the  testing  of  metals  and  building  materials,  the  setting 
up,  testing  and  management  of  steam  engines,  boilers  and  machinery  throughout 
the  year;  with  occasional  visits  to  mechanical  establishments  and  to  important  en- 
gineering works  in  or  near  Philadelphia. 

4.  SENIOR  CLASS. — Before  entering  upon  the  work  of  this  year  the  student  must 
have  completed  course  4  in  mathematics. 

Engineering. — Theory  and  practice  of  road  surveying  and  engineering,  continued  : 
buildi-ng  materials,  stability  of  structures,  foundations  and  superstructures,  bridge 
construction. 

Applied  Mechanics. — Practical  hydraulics,  practical  pneumatics,  general  theory  of 
machines,  theory  of  prime  movers,  steam  engines,  turbines,  etc.,  measurement  of 
power. 

Mechanism,. — Principles  of  mechanism,  of  machine  design,  of  the  transmission  of 
power,  construction  and  use  of  tools. 

Drawing. — Stone-cutting  problems,  topographical,  structure  and  machine  drawing, 
plans,  profiles  and  sections  of  road  surveys,  working  drawings. 

Practical  Exercises. — As  in  junior  year,  continued;  tests  of  building  materials, 
graduating  thesis. 


INDUSTRIAL  EDUCATION  COMMISSION.  373 

9.  Tidioute  Public  Schools. 

The  following  extracts  from  a  personal  letter  under  date  of  Decem- 
ber 26,  1888,  from  the  principal  of  the  public  schools  of  Tidioute, 
together  with  extracts  from  a  newspaper  article  enclosed  by  him 
show  the  character  of  the  work  done  here : 

u  I  enclose  a  letter  which  I  wrote  some  time  since  for  our  home 
paper.  It  furnishes,  I  think,  the  most  complete  description  of  the 
work  of  anything  I  ha\e  on  hand.  We  have  not  yet  done  anything 
in  c  iron  work/  I  am  somewhat  doubtful  if  we  ever  shall  do  much  in 
this  line.  It  seems  to  me  wood  work  or  l  sloyd'  is  the  best  calculated 
to  serve  the  purpose  of  manual  training.  Our  carpenter  shop  and 
lathe  shop  are  both  thoroughly  organized  and  are  doing  very  satisfac- 
tory work.  The  drawing  is  progressing  nicely. 

uOur  flower  gardens  were  a  great  success  last  summer  and  called 
forth  many  words  of  praise  and  admiration  from  all  who  vistedthem. 
This  department  I  regard  as  one  of  the  greatest  aesthetic  advantage 
in  value  and  shall  be  much  disappointed  if  our  boys  and  girls  do  not 
make  better  husbands,  better  wives,  and, better  citizens  by  this  con- 
stant familiarity  and  association  with  flowers." 

u  EDITOR  NEWS — DEAR  SIR  :  Several  inquiries  have  been  made  re- 
cently about  the  industrial  annex  of  our  public  schools.  I  thought  it 
might  be  of  interest  to  the  readers  of  the  News  to  peruse  a  short  arti- 
cle descriptive  of  the  work  now  being  accomplished.  Many  of  our  cit- 
izens have  been  kind  enough  to  visit  us  this  year,  and  have  invariably 
expressed  themselves  not  simply  as  being  pleased  but  surprised  at  the 
excellence  of  the  work.  It  would  indeed  be  gratifying  if  more  of  our 
citizens  should  give  us  a  call.  The  trouble,  I  think,  is  that  it  has  been 
so  long  since  the  inception  of  the  annex,  and  its  development  into  a 
thoroughly  organized  workshop  has  been  so  slow  that  you  have  begun 
to  think  about  it  as  something  old  and  therefore  not  attractive.  But 
does  this  sound  as  though  it  is  old:  A  pupil  who  worked  in  the  shop 
last  year,  on  visiting  it  this  year,  said  :  '  I  would  not  have  known  it  to 
be  the  same  room.  If  any  one  had  described  this  I  could  scarcely  have 
believed  it.'  Another  said:  *  Well,  now,  this  looks  like  business.  This 
is  as  well  arranged  as  the  city  shops/  Similar  expressions  come  from 
nearly  all  who  visit  the  work.  Citizens,  you  have  something  in  the  in- 
dustrial line  this  year  to  be  proud  of,  and  I  am  surprised  that  you 
know  so  little  about  it.  Don't  let  this  state  continue,  visit  the  shop 
and  drawing  class,  ask  questions  and  become  posted  in  what  your  own 
school  is  permitted  to  do  through  the  praiseworthy  liberality  of  your 
philanthropic  neighbor  toward  the  folution  of  this  question  of  manual 
training  and  industrial  education,  which  is  now  in  our  leading  jour- 
nals, educational  and  otherwise,  occupying  more  space  in  its  discus- 
sions than  any  other  phase  of  school  work.  Concerning  the  work  in 
the  past,  although  various  lines  of  work  have  been  undertaken  and 


374  REPORT  OF  THE 

some  good  accomplished,  yet  it  has  not  been  until  this  year  that  the 
boys'  department  has  been  thoroughly  organized." 

DEPARTMENTS  OF  WORK. 

We  have  now  outlined  five  departments  of  work,  in  each  of  which 
some  work  is  being  accomplished.  First,  primary;  second,  drawing; 
third,  1'oriculture  or  practical  botany ;  fourth,  girl's  department;  fifth, 
boys'  department. 

Primary. 

In  this  department  we  teach  such  branches  of  kindergarten  and 
other  occupations  as  tend  to  make  pupils  careful,  accurate  and  sys- 
tematic;  such  devices  as  will  vigorously  develop  the  perceptive  facul- 
ties, and  thus  broaden  the  foundation  of  intellectual  power  and 
physical  skill. 

We  give  lessons  in  stick  laying,  paper  folding,  cutting  and  pasting 
paper,  tablet  laying,  mat  weaving,  card  board  embroidery,  spool 
knitting,  simple  crochet  stitches,  knitting  with  two  needles,  simple 
designs  in  drawing,  measuring  with  foot  rule,  clay  molding  and  sand 
molding. 

Time,  one-half  hour  per  day,  material  furnished,  no  extra  teacher 
hired  to  help,  but  girls  from  the  high  school  assist  the  regular  teacher, 
two  assistant  girls  for  each  primary  room.  The  girls  are  always  anx- 
ious to  help  the  lower  teachers  as  it  helps  them  should  they  desire  to 
teach  afterwards. 

Drawing. 

In  this  department  we  endeavor  to  develop  the  conception  of  form 
through  seeing  objects,  handling  objects,  making  accurate  measure- 
ments, etc.  We  represent  the  conception  of  form  by  paper  folding, 
stick  laying,  drawing  form  of  object  examined,  by  dictation,  by  ac- 
tual measurement,  and  by  sketching.  The  foreman  of  the  industrial 
shop,  W.  F.  Barnes,  has  charge  of  this  work,  and  aside  from  using 
Prang's  industrial  drawing  series  of  text  books  and  Prang's  models,  he 
imparts  such  instruction  as  will  best  fit  the  pupils  for  the  advanced 
grades  of  work  both  in  the  shop  and  the  mechanical  drawing  class. 

In  our  high  school  we  have  a  class  of  32  in  mechanical  drawing, 
which,  considering  that  they  only  work  two  hours  per  week,  have 
done  excellent  work;  many  of  the  designs  resembling  printed  work 
so  much  that  many  visitors  have  thus  mistaken  them.  The  work 
thus  far  has  been  confined  chiefly  to  such  practice  exercises  as  tend  to 
develop  skill  in  the  use  of  the  mechanical  drawing  tools. 

In  this  department  will  be  included :  First,  plans  and  elevations 
of  tools  and  machinery,  by  actual  measurement.  Second,  isometric, 
or  mechanical  perspective.  Third,  development  of  the  intersection  of 
plain  surfaces.  Fourth,  lettering.  Fifth,  geometrical  drawing.  Sixth, 
line  an!  brush  shading,  with  India  ink.  The  entire  course  covers  a 


INDUSTRIAL  EDUCATION  COMMISSION.  375 

term  of  three  years,  embracing  the  above  with  free-hand  drawing. 
Time,  one  hour  each  day,  Monday  and  Tuesday  afternoon. 

Floriculture  or  Practical  Botany. 

In  this  department  we  have  arranged  in  various  ornamental  designs 
six  beds  30  x  40  feet.  One  of  these  is  given  to  each  room.  In  it  they 
plant  all  kinds  of  flowering  plants,  chiefly  hardy  varieties.  Boys  and 
girls  alike  work  the  gardens.  Our  aim  here  is  to  cultivate  a  love  for 
flowers  and  to  teach  their  proper  care  and  use.  We  think  that 
by  cultivating  a  few  new  varieties  in  each  grade  that,  by  the 
time  a  pupil  passes  through  all  the  grades  he  will  at  least  have 
become  familiar  with  a  few  families,  through  which  he  may  gain  the 
acquaintance  and  friendship  of  some  one  that  may  be  the  means  of 
leading  him  to  a  higher  appreciation  of  the  flower  kingdom.  The 
work  on  these  gardens  is  done  partly  outside  of  school  hours.  They 
cost  us  last  year  about  $60.  This  year  they  will  not  cost  more  than 
$30.  All  of  which  was  raised  by  entertainments  given  by  the  pupils 

The   Workshop. 

The  carpentry  division  is  now  thoroughly  organized  and  in  it  eighty 
boys  receive  one  hour's  insruction  during  three  days  of  each  week, 
Wednesday,  Thursday  and  Friday. 

The  whole  course  covers  three  years'  work.  First  year,  carpentry; 
second  year,  wood  lathe  ;  third,  iron,  tin,  etc.,  etc. 

The  facilities  for  this  work  consist  of  a  shop  two  stories  high  30  x  50 
feet,  with  an  L  24  by  30  feet.  The  ground  floor  is  arranged  for  the 
blacksmith  and  tin  shop.  When  it  is  completed  it  will  be  furnished 
with  five  forges,  each  furnished  with  a  complete  set  of  blacksmith 
tools,  one  boiler  and  engine,  one  large  heating  stove  or  furnace,  which 
heats  the  whole  building.  On  the  second  floor  is  the  wood  working 
shops,  carpentry  in  one  and  lathes  in  another  room. 

The  carpenter  shop  is  furnished  with  ten  benches,  double.  On  each 
bench  are  two  vises,  a  center  board,  on  each  side  of  which  are  sus- 
pended, one  cross  cut  saw,  one  rip  saw,  one  back  saw,  one  hammer, 
one  beveFsquare,  one  try  square,  one  mallet,  one  pair  of  compasses, 
one  gauge,  one  oil  stone,  one  oil  can,  one  small  whisk  broom  for  clean- 
ing bench  and  dusting  clothes. 

Under  the  benches  from  each  side  are  drawers  and  cupboards.  In 
these  are  kept  aprons,  unfinished  work,  drawing  books,  and  edged 
.  tools  of  which  each  bench  has  two  sets  of  smoothing  planes,  one  join- 
ing plane,  and  several  chisels.  There  is  also  in  the  room  a  water  sink 
and  basins,  a  grindstone,  and  a  blackboard  on  which  is  placed  by  the 
foreman  a  drawing  of  each  exercise,  and  before  the  boys  are  allowed 
to  make  the  piece  they  must  first  copy  the  drawing  with  its  measure- 
ments into  a  book  kept  by  each  pupil  for  that  purpose.  There  is  also 
a  large  tool  room  or  cupboard. 


376  REPORT  OF  THK 

We  do  not  compel  any  one  to  take  this  work  yet  we  have  only  three 
boys  who  are  old  enough  to  go  to  the  shop  that  do  not  avail  themselves 
of  the  opportunity.  Our  aim  in  this  is  not  alone,  as  some  advocate, 
"  so  to  train  the  hands  and  the  eyes  that  the  boys  or  the  girls  shall  be 
more  capable  of  earning  a  living,"  but  in  addition  by  bringing  the 
pupil  into  contact  with  the  material  we  would  teach  things  rather  than 
theories,  to  do  as  well  as  how  to  do.  We  believe  that  that  education 
alone  is  complete  which  brings  man  into  harmony  with  nature  and  at 
the  same  time  develops  within  him  such  a  power,  physical,  mental 
and  moral,  that  by  utilizing  the  forces  and  material  with  which  he  is 
surrounded,  will  lead  to  his  highest  development  as  a  thinker  and  a 
doer. 


INDUSTRIAL  EDUCATION  COMMISS.ON.  377 


XIX.  RHODE  ISLAND. 

I.  Newport  Industrial  School. 

u  NEWPORT,  October  22,  1888. 

u  What  we  have  done  here  in  the  industrial  training  for  boys  has 
been  entirely  of  a  private  nature.  We  hope  in  another  year  to  have 
it  engrafted  on  our  public  school  system.  Perhaps  1  cannot  answer 
your  questions  better  than  by  sending  you  a  copy  of  a  circular  we  is- 
sued a  year  ago.  We  have  continued  the  school  during  last  year  with 
an  increased  number  of  pupils,  on  the  same  plan.  I  think  the  school 
has  shown  that  it  has  a  good  educational  effect  on  the  boys  ;  it  brightens 
them  up  mentally,  they  take  great  interest  in  the  work  and  like  to 
stay  after  hours.  The  effect  on  their  other  studies,  most  of  the  boys 
were  from  the  public  grammar  or  high  schools  was,  I  think,  to  guide 
their  mental  activity  and  develop  their  observing  powers.  We  were 
anxious  to  develop  the  educational  side  of  this  training  and  to  show 
to  the  people  its  practical  result  in.  that  aspect.  To  those  who  were 
at  all  acquainted  with  our  work,  1  think,  the  result  fully  justified  our 
purpose.  I  send  you  a  few  prints  of  our  '  shop  '  in  order  that  you 
may  better  understand  what  wa  tried  to  do. 

a  Hoping  that  I  have  not  wearied  you  with  details  of  our  work  that 
may  not  be  pertinent  to  your  object,  I  am 

u  Very  respectfully  yours, 

"  WM.  P.  SHEFFIELD,  Jr." 

RULES  AND  REGULATIONS. 

1.  Be  in  shop  promptly  at  7  P.  M. 

2.  Have  your  working  clothes  on,  and  be  at  your  bench  ready  for  work  without 


3.  During  practice  hours  give  your  attention  to  your  own  work. 

4.  Make  no  unnecessary  conversation  or  noise. 

5.  Do  not  sit  upon  any  ot  the  work  benches. 

6.  Keep  your  bench  and  tools  neat  and  do  not  deface  them  in  any  way. 

7.  You  will  be  held  accountable  for  all  the  tools  at  your  bench. 

8.  If  any  accident  happens  to  a  tool,  or  one  is  missing  report  the  fact  to  the  teacher 
immediately, 

9.  Give  notice  to  the  teacher  whenever  it  is  neccessary  for  you  to  leave  the  room. 

10.  You  are  not  allowed  to  entertain  visitors  in  the  shop  until  you  have  permission 
from  the  teacher. 

11.  When  the  first  bell  strikes  you  are  to  quit  work,  clean  up  your  tools  and  bench 
and  continue  cleaning  in  the  shop,  wherever  it  is  most  required,  till  the  striking  of 
the  second  bell. 

12.  Excuses  for  absence  and  tardiness  must  be  rendered  to  the  teacher  immediately 
upon  your  return. 

13.  You  are  allowed  but  three  tardinesses  and  two  absences  without  sufficient  ex- 
cuse, if  you  exceed  this  amount  it  will  be  necessary  for  you  to  leave  the  school. 


378  REPORT  OF  THE 


XX.  SOUTH  CAROLINA. 

I.  Brainard  Institute. 

CHESTER,  S.  C.,  October  5,  1888. 
Dr.  GEORGE  W.  ATHERTON  : 

DEAR  SIR:     ******** 

We  have  no  reports  of  our  industrial  work.  We  have  not  as  yet 
been  able  to  obtain  a  press  and  type  or  we  would  publish  our  own 
reports,  and  have  not  means  to  get  them  printed.  A  few  years  since 
Dr.  A.  G.  Haygood,  General  Agent  Slater  Fund,  told  us  that  if  the 
citizens  of  Chester  would  furnish  us  the  funds  to  put  up  a  workshop 
worth  $250  he  would  give  us  a  like  amount  for  tools.  We  obtained 
nearly  that  much  in  money  and  our  pupils,  with  my  help, nearly  com- 
pleted the  building,  20x40,  1^  stories.  It  is  probably  worth  $400  or 
$500.  We  have  had  no  regular  course  of  training,  I  being  the  only 
one  to  attend  to  it  and  having  but  little  time  to  be  used  that  way. 
But  we  have  done  our  repairing,  seated  our  old  chapel,  made  tables, 
benches  and  desks.  Now  we  have  five  of  the  young  men  at  work  on 
our  new  building.  But  for  our  workshop  it  would  have  been  almost 
out  of  our  power  to  have  done  the  work  we  are  now  doing. 

One  of  our  young  men,  studying  for  the  ministry,  went  into  a  desti- 
tute part  during  his  vacation,  and  organized  what  help  he  could  com- 
mand and  built  a  school  house  and  later  a  church,  and  this  without 
asking  for  much,  if  any,  outside  help. 

Two  of  our  present  workers  go  out  several  miles  each  Sunday  and 
teach  a  Sunday  school.  Wanting  a  bookcase,  one  of  them  made  a 
nice  one  and  painted  it,  doing  the  work  out  of  hours,  and  gave  it  to 
them.  I  think  some  of  the  others'  may  have  helped  him  a  little,  as  he 
had  but  little  time  to  spare  each  day. 

Our  aim  is  to  teach  them  so  that  they  may  repair  or  improve  their 
homes,  or  construct  new  ones.  *  *  * 

Respectfully, 

(Signed)  H.  A.  GREEN, 

Professor  Industrial  Department 


INDUSTRIAL  EDUCATION  COMMISSION.  379 


XXI.  TENNESSEE. 

1.  The  University  of  Tennessee. 

k;The  University  <*f  Tennessee  "  is  one  of  the  institutions  receiving 
the  benefit  of  the  congressional  act  of  1802. 

The  departments  of  instruction  comprise  the  following: 

A.  ACADEMIC  DEPARTMENT. 
At  Knoxville. 

I.  The  College  of  Agriculture,  Median! 3  Arts  and  Sciences,  with 
the  following  courses  of  study  : 

(a)  General  science  course. 

(b)  Latin  science  course. 

(c)  Course  in  agriculture. 

(d)  Course  in  civil  engineering. 

(e)  Course  in  mechanical  engineering. 
(/)  Course  in  chemistry. 

(tg)  Course  in  mining  engineering. 

II.  University,  or  Postgraduate  Department. 

1.  With  courses  for  the  giaduate  degrees  of  M.  A.,  M.  S..  and 

Ph.  D. 

2.  With  professional  course  leading  to  degree  C.  E.,  Min.  E. 

and  Mech.  E. 

B.  PROFESSIONAL  DEPARTMENT. 
At  Nashville. 

(1)  A  course  in  medicine,  leading  to  the  degree  of  M.  D.,  and 

(2)  A  course  in  dentistry,  leading  to  the  degree  of  D.  D.  S. 

The  candidate  for  admission  must  be  fifteen  years  of  age.  A  good 
knowledge  of  arithmetic,  English  grammar  and  composition,  geogra- 
phy and  United  States  history  is  required  for  admission  to  the  lowest 
class. 

FOR  EACH  HALF  SESSION  OR  TERM  OF  TWENTY  WEEKS. 

Tuition,  in  all  departments  (State  cadets  are  free), $20  00 

Registration  fee  (State  cadets  are  free),    .    .    .    .    .    .    . '.    .    .    1000 

Incidental,  $6.00;  room  rent,  $3.00,  and  library,  $1.00  (paid  by 

all), 10  00 

Infirmary  fee  (which  secures  medical  attention,  medicine  and 
nursing  free,  paid   by  all),  except  students  whose  parents 

reside  here, 2  50 

Deposit  (returned  if  no  damage  is  done), 2  50 

Making  a  total,  for  State  cadets,  of  $15.00;  for  other  students  of,  $45  00 


380  REPORT  OF  THE 

From  the  opening  of  the  new  mechanical  department,  students 
working  therein  must  pay  a  fee  of  $5.00  per  half  session  for  material 
wear  and  tear  of  tools  and  power  supplied. 

A  course  in  mechanical  engineering,  beginning  in  the  Freshman 
year,  and  extending  through  four  years,  in  drawing  and  mechanics, 
with  practice  in  wood- working,  joining,  turning,  patternmaking,  vise- 
work,  power-machine  work  and  designing,  has  juet  been  established. 

ADVANCED  OR  POSTGRADUATE  WORK. 

Students  having  completed  the  regular  course  in  mechanical  engi- 
neering, and  wishing  to  thoroughly  investigate  some  special  branch  of 
engineering,  will  be  afforded  instruction  in  the  design  and  detail  con- 
struction of  compound  steam  engines  (of  double,  treble  and  quadruple 
cylinder  types) ;  of  high  class  pumping  engines;  of  various  types  of 
hydraulic  machinery  in  detail,  such  as  cotton  compress  machinery, 
hydraulic  cranes  and  hydraulic  riveting  and  boiler  plate  flanging 
machinery;  the  thorough  investigation  of  the  latest  developments  in 
railway  machinery,  particularly  the  locomotive;  in  the  design  and 
theoretical  investigation  of  the  two  systems  of  air  compressing  (wet 
and  dry)  for  mining  purposes;  in  mining  machinery  for  coal,  iron, 
copper,  silver  and  gold  mining  ;  in  machinery  for  refining  the  precious 
metal,  and  in  appliances  for  smelting  and  reducing  the  baser  metals. 

In  such  postgraduate  work  the  aim  is  not  merely  to  teach  abstract 
principles  but  to  give  such  instruction  by  lectures  and  the  working  out 
of  designs  as  will  enable  the  student  to  have  a  thoroughly  practical 
understanding  of  the  subject  investigated. 

A  special  building  for  the  mechanical  school  has  been  erected  and 
equipped.  It  contains  "the  following  apartments  : 

first  Floor — Boiler  and  forge  shop  in  a  one-story  wing;  two  large 
machine  shops,  tool  room,  office  and  wash  room  in  the  main  building. 

Second  Floor. — Two  large  wood-working  and  patternmaking  shops, 
office,  tool  and  store-room. 

Third  Floor. — Two  drawing-rooms,  with  windows  and  skylights, 
labcratory  and  instrument  room,  blue-print  room  and  recitation  room. 

The  building  is  equipped  with  boiler,  engine,  forges,  hand  and 
power  wood  working  and  machine  tools,  apparatus,  models,  etc. 

All  scientific  and  engineering  students  are  required  to  take  a  course 
in  mechanical  drawing  and  shop  work.  Students  in  the  mechanical,  civil 
and  mining  engineering  courses  and  the  chemical  course  have  a  longer 
course  in  drafting  and  in  forge  and  machine  shop  work.  Even  in  the 
literary  departments,  where  it  is  more  difficult,  this  plan  of  instruction 
will  be  followed  to  a  considerable  degree.  The  general  plan  is  to  give 
every  student  in  every  class  and  course  a  minimum  of  six  hours  a 
week,  in  periods  of  one  and  a  half  and  two  hours  each  of  laboratory, 
shop,  farm,  surveying,  drafting  or  other  practice  work.  To  this  an 


INDUSTRIAL  EDUCATION  COMMISSION  381 

average  of  four  hours  a  week  of  military  drill  is  to  be  added,  making 
a  total  average  of  two  hours  per  day  for  five  days  in  the  week  oi'  what 
is  broadly  called  '*  practical  exercises." 

Students  in  the  advanced  classes  <*nd  taking  special  or  postgraduate 
courses  may  do,  of  course,  much  more  than  this  amount  of  drafting, 
laboratory  or  shop  work.  All  students  who  desire  it  are  given  oppor- 
tunities and  encouraged  in  every  way  to  do  as  much  practical  work  as 
possible. 


382  KEPORT  OF  THE 


XXII.  TEXAS. 

1   The  Agricultural  and  Mechanical  College  of  Texas, 

The  "Agricultural  and  Mechanical  College  of  Texas"  is  also  one  ol 
the  institutions  receiving  the  benefit  of  the  congressional  act  of  1S62. 

The  college  was  formally  opened  for  the  reception  of  students  Octo- 
ber 4,  187o. 

There  are  two  regular  courses  of  study  and  practice  leading  to  de- 
grees and  extending  through  four  years  each.  They  are  identical  for 
the  first  year,  thus  giving  the  student  the  advantage  of  elementary 
training  in  subjects  that  are  of  equal  importance  to  every  one  and 
affording  opportunity  for  intelligent  choice  between  the  courses  as 
continued  separately  through  the  three  succeeding  years.  In  the  last 
year,  or  first  class,  there  is  a  still  further  specialization  by  which  the 
student  may,  in  the  agricultural  course,  vary  his  studies  with  refer- 
ence to  obtaining  either  of  two  degrees,  that  is,  bachelor  of  science  ( B. 
8.)  or  bachelor  of  scientific  agriculture  (B.  S.  A  ).  In  the  mechanical 
course  a  similar  specialization  is  provided  for  by  which  the  student  is 
given  the  choice  between  the  degrees  of  bachelor  of  civil  engineering 
(B.  0.  E.)  and  bachelor  of  mechanical  engineering  (B.  M.  E.). 

All  regular  students  must  pursue  either  the  agricultural  or  the  me- 
chanical course,  and  there  is  no  course  of  instruction  which  is  nut 
industrial. 

ADMISSION 

To  enter  the  college  an  applicant  must  be  in  his  sixteenth  year  or 
at  least  must  have  attained  a  degree  of  physical  and  mental  advance- 
ment corresponding  to  that  age. 

The  mental  attainments  necessary  for  entering  upon  the  courses  of 
study  comprise  a  fair  knowledge  of  arithmetic  as  far  as  proportion  of 
descriptive  geography  and  of  elementary  English  grammar  and  com 
position. 

Tuition  is  free.  The  total  expense  for  the  year  of  nine  months  is 
$150. 

In  addition  to  the  above  a  charge  of  five  dollars  is  made  to  cover 
possible  damage  to  the  college  property,  and  the  cost  of  chemicals  and 
other  materials  used  by  the  students. 

The  mechanical  course  in  detail  is  as  follows: 

i 
FIRST  YEAR— FOURTH  CLASS. 

(Figures  indicate  hours  per  week.) 

PALL   TERM. 

Mathematics,  5 ;  English,  5;  Stock  Lectures,  3  ;   Horticulture,  2  ;  Shop,  4  ;  Draw- 
ing, 4 ;  Drillj-  5. 


INDUSTRIAL  EDUCATION  COMMISSION. 


WINTER   TERM. 


Mathematics,  5;  English,  5  ; ,  1 ;  Stock  Lectures,  1  ;  Agriculture,  I :  Zoo- 
logy, 3  ;  Shop,  4  ;  Drawing,  4. 

SPRING   TERM. 

Mathematics,  5  ;  English,  5  ;  Botany,  4  ;  Agriculture,  1  ;  Practice,  6  ;  Drill,  3  ;  Draw- 
ing, 2. 

SECOND  YEAR — THIRD  CLASS. 

FALL  TERM. 

Mathematics,  5;  Mechanics,  4;  English,  4;  Physics,  3;  Practice,  £;  Drawing,  4  ; 
Drill,  5. 

SPRING  TERM. 

Mathematics,  5  ;  Mechanics,  5  ;  English,  4  ;  Physics,  3  ;  Practice,  4  ;  Drawing,  4. 

WINTER   TERM. 

Mathematics,  5  ;  Mechanics,  5  ;  English,  4  ;  Physics,  3  ;  Drill,  3  ;  Practice,  4  ;  Draw- 
ing, 4. 

THIRD  YEAR— SECOND  CLASS. 
FALL  TERM. 

Mathematics,  5  ;  Chemistry,  4  ;  Mechanics,  2  ;  Engineering,  2  ;  English,  2 ;  Lan- 
guages, 2  ;  Drill,  3  ;  Practice,  6  ;  Drawing,  4. 

WINTER   TERM. 

Mathematics,  5  ;  Chemistry,  4  ;  Mechanics,  2  ;  English,  2  ;  Engineering,  2  ;  Lan- 
guages, 2 ;  Tactics,  2  ;  Practice,  6  ;  Drawing,  4. 

SPRING   TERM. 

Mathematics,  5  ;  Mechanics,  2  ;  Chemistry,  4  ;  Surveying,  2  ;  English,  2  ;  Lan- 
guages, 2  ;  Drill,  3  ;  Practice,  6  ;  Drawing,  4. 

FOURTH  YEAR — FIRST  CLASS. 
(For  the  Degree  of  Bachelor  of  Mechanical  Engineering.) 

FALL   TERM. 

Mathematics,  4  ;  Mechanics,  5  ;  Geology,  2  ;  Languages,  3  ;  Drill,  3  ;  English,  2  ; 
Practice,  6  ;  Drawing,  4. 

WINTER   TERM. 

Mathematics,  5  ;  Geology,  2  ;  English,  2  ;  Mechanical  Engineering,  5  ;  Languages- 
2  ;  Military  Science,  1  ;  Practice,  6  ;  Drawing,  4. 

SPRING   TERM. 

Mathematics,  3;  Mechanical  Engineering,  4;  English,  1;  Astronomy,  2,  Lan- 
guages, 3  ;  Physiology,  2  ;  Gov.  Science,  2  ;  practice,  7  ;  Drawing,  3  ;  Drill,  3  ;  Grad- 
uation Thesis. 

u  The  department  of  mechanical  engineering  is  intended  so  as  to 
combine  theory  and  practice  that,  after  deriving  a  theoretical  knowl- 
edge of  a  subject  from  the  text  books  of  standard  writers,-the  student 
may  go  into  the  shop  and  apply  that  knowledge  in  a  thoroughly 
practical  manner.  With  this  theoretical  preparation  the  mind  grasps 
the  salient  points  and  avoids  the  difficulties  of  th^  more  practical  part 
of  the  work.  The  work  is  carried  on  by  the  aid  of  practice  in  the 
shops  and  drawing  room,  and  by  text  books  and  lectures. 


384  KEPORT  OF  THE 

"  First  the  machinery  of  transmission  is  taken  up  and  discussed,  and 

especial  attention  paid  to  shafting,  belts,  speed  pulleys,  gear  wheels 

and  kindred  subjects.     These  lead  the  way  to  the  higher  forms  of 

mechanism,  and  later  the  steam  engine  in  its  general  principles  and 

//varidtfe  forms  is  studied  and  discussed. 

ik  As  stated  above,  the  work  in  the  class  room  is  supplemented  in 
every  possible  way  by  showing  the  student  the  practical  application 
of  these  principles  in  the  machinery  used  at  the  college  and  neigh- 
boring places. 

u  Before  graduating  from  this  department,  each  student  must  place 
in  the  hands  of  the  professor  in  charge,  a  thesis  which  treats  of  some 
mechanical  subject,  and  which  shall  be  declared  satisfactory  by  him. 

SHOPS  AND  SHOP  WORK. 

"  The  carpenter  shop  is  situated  in  a  two-story  frame  building  83x34 
feet.  Here  each  student  has  his  own  set  of  tools  to  care  for,  use  and 
keep  in  order.  The  machine  shop  is  a  one-story  brick  building  80x35 
feet,  and  in  connection  with  it  is  the  blacksmith  shop  20x35  feet. 

u  Here  the  student  receives  practical  and  systematic  instruction,  be- 
ginning with  the  simplest  exercises  and  gradually  working  up  to  those 
of  a  more  difficult  character  which  involve  greater  skill.  Each  of 
these  when  finished  must  reach  a  certain  standard  of  perfection 
before  the  learner  can  pass  on  to  the  next,  thus  insuring  a  knowledge 
of  the  principles  by  which  the  work  is  accomplished.  The  wood 
working  depatrment  is  subject  to  the  same  requirements,  and  here, 
as  in  iron  working,  the  first  exercises  are  of  the  simplest  character, 
while  the  latter  ones  demand  increased  skill  on  the  part  of  the 
workman." 


INDUSTRIAL  EDUCATION  COMMISSION. 


Op 
XXIII.   VIRGINIA.  '/5«^1\\ 

VV  &  *^*k 

1.  The  Virginia  Agricultural  and  Mechanical  College. 

Professor  Jas.  H.  Fitts  gives  the  following  report  of  mechanical 
work  in  this  institution,  founded  on  the  land-grant  act  of  TSflfer" 

"  BLACKSBURG,  VA.,  October  2,  1888. 

"Systematic  instruction  in  drawing  and  the  use  of  wood-working 
lools  has  been  given  for  two  years,  in  the  use  of  iron-working  tools 
for  one  year.  The  method  adopted  is  the  same  as  that  in  use  in  the 
St.  Louis  Manual  Training  School,  the  Miller  Manual  Labor  School  and 
others.  The  course  runs  through  three  years,  and  averages  six  hours 
of  work  per  week. 

"Our  shops  are  fairly  well  fitted  out  with  machine  and  hand  tools, 
but  we  have  no  foundry  as  yet.  The  department  is  in  charge  of  the 
professor  of  mechanics,  with  two  assistants,  instructors  in  wood  work 
and  iron  work. 

"  In  so  short  a  time,  we  cannot  look  for  great  results.  Students  have, 
from  the  beginning,  shown  much  interest  in  their  work,  and  this  in- 
terest is  on  the  increase.  At  the  State  fair  last  year,  a  suite  of  bed- 
room furniture  was  exhibited  which  took  first  premium.  This  year 
exhibit  is  made  of  both  iron  .and  wood  work,  as  well  as  working 
drawings,  at  the  Kichmond  exposition. 

"  The  public  at  large  knows  little  of  our  work,  but  since  a  start  has 
been  made  in  the  right  direction,  our  board  of  visitors  have,  been  as 
liberal  in  making  appropriations  for  the  department  as  the  limited 
means  at  their  disposal  allows,  thereby  showing  their  confidence  in 
its  success." 

President  Lomax,  in  transmitting  the  foregoing  report  and  speak- 
ing generally  of  the  work  of  the  department,  says  : 

"lam  glad  to  state,  I  feel  much  encouraged.  The  students  who 
have  passed  through  the  shop  work,  find  no  difficulty  in  getting  em- 
ployment in  the  Roanoke  machine  works,  and  other  shops.  This  has 
been  a  great  incentive  to  them.  Our  board  appropriates  $1,000  per 
year  for  new  machinery;  and  we  hope  to  soon  have  a  complete  shop." 

2.   The  "Miller  Manual  Labor  School." 

"The  Miller  Manual  Labor  School  of  Albemarle"  was  founded  by 
Samuel  Miller,  of  Albemarle,  Virginia,  for  the  purpose,  as  stated  in  his 
will,  of  establishing  a  place  "wherein,  at  all  times,  there  shall  be  fed, 
clothed  and  instructed  in  all  the  branches  of  a  good,  plain,  sound 
English  education,  the  various  languages,  both  ancient  and  modern, 
25  ED.  COM. 


386  REPORT  OF  THE 

agriculture,  and  the  useful  arts,  and  wholly  free  of  expense  to  the 
pupils,  as  many  poor  orphan  children  and  other  white  children  whose 
parents  shall  be  unable  to  educate  them  (the  said  orphans  and  other 
children  being  residents  of  the  said  county  of  Albemarle),  as  the 
profits  and  income  of  the  funds  herein  devised  and  bequeathed  will 
admit  of." 

In  accordance  with  this  bequest,  on  the  death  of  Mr.  Miller  in  1869, 
the  executor  turned  over  to  the  u  Miller  fund,"  as  denominated  in  the 
will,  stocks  and  bonds  amounting  to  over  one  million  of  dollars,  the 
income  and  profits  of  which/were  for  the  establishment  and  perpetual 
support  of  the  Miller  Manual  Labor  School. 

This  fund  is  held  in  trust  by  the  board  of  education  of  Virginia. 

The  school  is  managed  and  controlled  through  the  agency  of  the 
county  court  of  Albemarle.  The  court  appoints  "  annually,  two  in- 
telligent, respectable,  and  well-educated  gentlemen,"  whose  duty  it 
is  to  select  and  employ,  whenever  necessary,  competent  and  suitable 
teachers  for  the  school  (subject  to  the  approval  of  the  county  court), 
and  to  visit  the  school  quarterly,  examine  into  its  condition  minutely, 
and  make  written  report  thereof  to  the  court. 

u  The  district  school  trustees  of  the  respective  districts  of  the  county 
of  Albemarle,  select  and  designate  the  children  of  the  county  who 
come  under  the  requirements  of  Mr.  Miller's  will  for  admission  into 
the  school.  From  this  list,  made  and  revised  by  the  school  trustees 
every  six  months,  the  court  appoints  the  pupils  of  the  school.  It  is 
to  be  noted  that  only  children  who  .are  residents  of  the  county  of 
Albemarle  can  be  appointed  to  the  school.  Moreover,  they  must  be 
selected  as  coming  under  the  requirements  of  Mr.  Miller's  will  by  the 
school  board  of  the  district  in  which  they  reside  before  the  court  can 
appoint  them  to  the  school.  These  pupils  when  appointed  to  the 
school  are  clothed,  fed,  taught  and  cared  for  wholly  at  the  expense  of 
the  school.  In  October,  1878,  the  first  pupils  were  admitted  into  the 
school.  The  school  began  with  twenty  pupils  It  was  then  quite 
difficult  to  find  children  whose  friends  were  willing  to  have  them  ap- 
pointed to  the  school." 

In  accordance  with  an  order  of  the  court  in  August,  1884,  a  depart 
ment  for  the  instruction  of  girls  was  organized  under  the  authority 
and  control  of  the  superintendent.     Under  this  order  the  first  girls 
were  admitted  in  .November,  1884. 

Conditions  for  the  Admission  of  Pupils 

1st.  Each  pupil  shall  be  fed,  clothed,  instructed  and  cared  for  in  ac- 
cordance with  the  provisions  of  Mr.  Millers  will.  2d.  They  shall  be 
governed  and  controlled  by  the  superintendent  exclusively,  as&isted 
by  the  other  officers  of  the  school,  in  accordance  with  such  laws  and 
regulations  as  may  be  adopted  by  the  board  of  visitors  and  approved 
by  the  county  court.  3d.  They  shall  lemain  at  the  school  subject  to 


INDUSTRIAL  EDUCATION  COMMISSION. 


387 


its  laws  and  regulations  daring  the  time  that  shall  be  determined  by 
the  district  board  of  school  trustees,  unless  dismissed  in  accordance 
with  the  laws  and  regulations  of  the  school.  4th.  The  parents,  or 
guardians,  shall,  upon  their  entrance  in  the  school,  relinquish  all  right 
or  claim  to  control  or  govern  them  during  the  time  that  they  shall  be 
required,  in  accordance  with  the  above  conditions,  to  remain  at  the 
school.  5th.  They  are  appointed  by  the  county  court,  subject  to  the 
condition  that  they  shall  not  remain  at  the  school  after  they  are  eigh- 
teen years  old,  save  in  case  of  unusual  merit,  when  an  exception  may 
be  made  upon  the  recommendation  of  the  officers  of  the  school  and 
the  board  of  visitors. 

•'July  1st,  1888,  there  were  242  pupils,  the  largest  enrolment  at  any 
one  time. 

"  Primary  Department.— In  this  department,  the  pupils  are  taught  reading,  writ- 
ing, intermediate  arithmetic  and  primary  geography.  Under  the  conditions  of  Mr. 
Miller's  will,  no  entrance  examination  is  required.  Hence  many  must  begin  at  the 
lowest  point.  Very  few  are  able  to  enter  above  the  primary  department. 

"Higher  Department.— This  department  is  divided  into  six  classes,  to  each  of 
which  is  given  one  year.  The. studies  in  these  six  classes  are  as  follows,  viz : 


Sixth  Class. 

Arithmetic. 

English. 

History. 

Geograp'y. 

House  and  Farm 
Work. 

Fifth  Class. 

Arithmetic.^ 

English. 

History. 

Geograp'y. 

Prin  tin  g  and 
Farm  Work. 

Fourth  Class. 

Algebra. 

English. 

Latin. 

Botany  & 
Physiol'y. 

Farm  Workman  d 
Shop  Practice. 

Third  Class. 

Geometry, 
Algebra. 

English. 

Latin. 

Chemist'y. 

Drawing  and 
Shop  Practice. 

Second  Class. 

Algebra, 
Geometry. 

Physics. 

Latin  and 
German. 

Geology, 
Mineral'  y. 

Drawing  and 
Shop  Practice. 

First  Class. 

Trigonometry. 

Mechanics. 

Latin  and 
German. 

Botany, 
Entomo'y. 

Draw  ing  and 
Shop  Practice. 

k%  After  completing  intermediate  arithmetic  in  the  primary  depart- 
ment, the  pupils  are  given  a  careful  and  thorough  course  in  arithme- 
tic, algebra,  geometry,  and  plane  and  spherical  trigonometry.  They 
also  are  given  some  instruction  in  conies.  This  course,  taken  in  con- 
nection with  their  book-keeping,  drawing,  mechanics,  physics,  and 
shop  practice,  gives  them  a  most  substantial  mathematical  foundation 
upon  which  to  build. 

ktSnop  WORK. 

u  In  the  department  of  practical  mechanics  instruction  is  given  by 
the  director,  aided  by  an  instructor  in  wood,  one  in  iron,  one  in  forging 


338  .    REPORT  OP  IRE 

and  foundry  work,  and  one  in  drawing.  To  complete  the  course  takes 
fouryears,  one  in  woodVork,  one  in  forging  and  foundry  work,  one  in 
iron  work,  and  the  last  year  in  advanced  work  in  one  of  these  three 
departments.  Fifteen  hours  per  week  is  devoted  to  shop  work  through 
the  entire  time.  Drawing  is  taught  thoroughout  the  four  years  for 
seven  and  a  half  hours  per  week,  and  in  each  year  is  allied  to  the 
branch  of  shop  work  that  the  pupil  is  taking.  The  first  year  is  taken 
by  the  boys  in  the  fourth  class  of  the  regular  school  course  (the  first 
class  being  the  graduating  class).  Here  they  learn  by  a  systematic 
course  of  exercises  the  use  of  the  various  hand  tools  and  appliances 
used  for  wood  work,  the  principles  of  a  variety  of  joints  ustd  in  con- 
struction, and  how  to  make  them.  They  also  become  familiar  with 
the  lathe  and  its  tools  and  wood  working  machines  generally,  such  as 
are  used  in  carpentry  and  cabinet  work  and  patternmaking.  At  the 
end  of  the  year  they  are  able  to  make  articles  ot  furniture,  such  as 
washstands,  tables,  etc. 

"  The  second  year  in  this  department  is  taken  by  the  boys  of  the 
third  class.  Here  they  are  trained  in  forging  and  foundry  work.  They 
learn  first  in  forging  the  use  of  tools  on  lead  instead  of  on  hot  ironi 
which  greatly  facilitates  the  work  ot  a  beginner.  It  is  not  long  be- 
fore they  can  handle  iron  itself  with  a  measure  of  skill.  In  foundry 
work,  they  also  commence  witn  alloys,  etc.,  before  molding  iron^ 
though  they  later  learn  to  charge  and  manage  the  cupola  and  to  do  a 
fair  variety  of  molding. 

•»'  The  third  year  is  taken  by  the  boys  of  the  second  class  in  the  ma- 
chine shop,  where  they  first  learn  the  use  of  the  tools,  etc.,  by  regular 
exercises.  Before  the  end  of  the  year  they  are  able  to  construct  dif- 
ferent mechanisms,  etc.,  of  a  creditable  character. 

"In  the  fourth  year,  having  previously  gone  through  all  the  depart- 
ments, the  student  is  required  to  make  a  specialty  of  one  of  them,  and 
follow  up  advanced  work  in  it. 

"Drawing,  as  previously  mentioned,  is  taught  throughout  the  four 
years,  and  each  year  bears  an  intimate  relation  to  that  years  shop 
practice.  It  is  begun  with  very  simple  free-hand  drawing,  and  later 
on  the  use  of  instruments  is  gradually  acquired.  The  drawing  is 
never  from  plates,  but  from  objects,  either  real  or  imaginary. 

"  In  addition  to  this  regular  course  in  shop  practice,  etc.,  a  time  is 
set  aside  in  each  department  for  regular  instruction  of  a  more  special 
character  for  those  boys  who,  on  account  of  advanced  age  or  other 
cause,  will  be  unable  to  graduate. 

"The  instruction  in  physics,  mechanics,  and  electricity,  is  also  given 
in  this  department.  The  course  in  physics  is  interesting,  thorough, 
and  decidedly  practical,  being  well  illustrated  throughout  by  careful 
experiments.  In  mechanics,  which  is  made  (as  it  should  be)  to  bear 
a  close  relation  to  manual  training,  shop  practice,  etc.,  the  pupils  are 
taught  the  principles,  etc.,  involved  in  the  various  operations  they 


INDUSTRIAL  EDUCATION  COMMISSION.  389 

are  taught  to  perform.  Electricity  is  taught  in  direct  connection  with 
1  he  dynamos,  storage  batteries,  regulators,  resistance  boxes,  etc.,  of  the 
electric  light  plant,  aided  by  a  collection  of  electrical  apparatus,  and 
the  pupils  are  'required  to  become  sufficiently  familiar  with  them  to 
manage  them  intelligently,  and  to  make  dynamos,  motors,  convert- 
ers, etc." 


390  REPORT  OF  THE 


XXIV.  WISCONSIN. 

1.  "The  University  of  Wisconsin." 

"  The  University  of  Wisconsin  "  receives  the  benefit  of  the  act  of 
Congress  of  1862. 

It  embrac?s  : 
I.  The  College  of  Arts. 
II.  The  College  of  Letters. 

III.  The  College  or  Law. 

The  College  of  Arts  embraces  the  general  science  course  and  the 
special  science  course  preliminary  to  the  study  of  medicine,  together 
with  the  technical  departments  of  agriculture,  of  civil,  mechanical, 
mining  and  metallurgical  engineering,  and  of  pharmacy. 

The  College  of  Letters  embraces  the  ancient  classical  course,  the 
modern  classical  course,  the  English  course,  the  special  course  pre- 
liminary to  the  study  of  law  and  journalism,  and  the  special  courses 
for  normal  school  graduates. 

ADMISSION. 

All  candidates  for  admission  to  the  collegiate,  engineering  and 
special  courses  are  examined  upon  the  following  studies:  English) 
mathematics,  arithmetic,  algebra,  through  quadratics  and  plane  geom- 
etry, Geography,  civil,  political  and  physical,  history  of  the  United 
States. 

In  addition  to  the  above,  the  requirements  for  admission  to  the 
mechanical  engineering  course  are  the  following: 

Natural  philosophy,  physiology,  botany,  solid  geometry  and  Ger- 
man (the  equivalent  of  Sheldon's  Short  German  course  and  twenty 
lessons  in  any  standard  German  reader). 

For  the  German  required  an  equivalent  amount  of  French  may  be 
substituted.  If  French  is  thus  substituted,  it  is  a  required  study 
through  the  freshman  year  instead  of  German,  which  is  otherwise  re- 
quired. 

Admission  is  also  granted  upon  accredited  certificates. 

FEES. 

Tuition  for  residents  of  the  State  of  Wisconsin  is  free  ;  for  non-resi- 
dents, per  term,  $6. 

Students  working  in  the  laboratories  are  required  to  make  deposits 
of  from  $5  to  $30,  to  cover  the  cost  of  instruments  and  materials  used 
by  them.  An  account  of  the  same  is  .kept  and  the  amount  of  the 
deposit  not  used  is  returned  to  the  student  at  the  close  of  his  term  of 
study  in  the  laboratory. 


INDUSTRIAL  EDUCATION  COMMISSION.  ol)i 

COURSE  IN  MECHANICAL  ENGINEERING. 

Freshman  Year. 

FALL  TERM. 

Mathematics,  higher  algebra. 

German,  reader. 

French,  elementary. 

Draughting,  elementary,  five  hours  weekly.        * 

Practical  Mechanics,  ten  hours  shop  work  weekly. 

WINTER  TERM. 

Mathematics,  theory  of  equations,  graphic  algebra,  determinants. 
German,  reader,  or, 
French,  elementary. 
Rhetoric,  practical. 
Draughting,  elementary,  five  hours  a  week. 

SPRING  TERM. 

Mathematics,  trigonometry,  descriptive  geometry. 

German,  scientific  reader,  or, 

French,  elementary. 

Dt  aughting,  descriptive  geometry  problems,  five  hours  a  week. 

Essays,  declamations  and  elocution,  twice  weekly  throughout  the  year. 

Military  drill  in  fall  and  spring  terms.     Military  tactics  (optional)  in  the  winter 
term. 

Sophomore  Year. 
FALL  TERM. 

Mathematics,  analytical  geometry,  descriptive  geometry. 

Mechanics,  elementary. 

Chemistry,  lecture  and  laboratory  practice. 

Draughting,  descriptive  geometry  problems,  ten  hours  a  week. 

WINTER  TERM. 

Mathematics,  differential  calculus. 

Engineering,  machine  construction. 

Physics,  experimental  lectures. 

Chemistry,  inorganic  analysis. 

Draughting,  elements  of  machines,  eight  hours  a  week. 

Practical  Mechanics,  five  hours  shop  work  a  week.  f 

SPRING  TERM. 

Mathematics,  integral  calculus. 
Engineering,  machine  construction. 
Physics,  experimental  lectures. 
Chemistry,  inorganic  analysis, 

Draughting,  elements  of  machines,  eight  hours  a  week. 
Practical  Mechanics,  five  hours  shop  work  a  week. 

Essays,  declamations  and  elocution,  weekly,  throughout  the  year. 

Military  drill  in  fall  and  spring  terms.     Military  tactics  (optional)  in  the  winter 
term. 

Junior  Year. 

FALL  TERM. 

Engineering,  machine  construction. 

Mechanics,  analytical. 

Physics,  electricity  and  magnetism. 

Draughting,  ten  hours  a  week. 

Practical  Mechanics,  ten  hours  shop  work  a  week. 


392  R    POPxT   OF   THE 

WINTER  TERM. 

Mechanics,  analytical,  graphic  statics. 

Applied  Mechanics,  thermodynamics. 

Draughting,  problems  in  graphic  statics,  ten  hours  a  week. 

Practical  Mechanics,  five  hours  shop  v\  ork  a  week. 

SPRING  TERM. 

Engineering,  theory  of  steam  engine. 
Mechanics,  mechanics  o    materials. 
Draughting,  hois    ng      nchiner   ,  ten  hours  a  week. 
Practical  Mechanics,  ten  J  ours  shop     ork  a  week. 

Five  essays  and  on  .  oration  required  during  the  year. 

Senior   Year. 
TERM. 


Engineering,  construction  of  steam  engine. 
Metallurgy,  fuel,  iron  and  steel. 

Draughting,  pumps,  steam  engine,  ten  hours  a  week. 
Practical  Mechanics,  ten  hours  shop  work  a  week. 

WINTER  TERM. 
Engineering,  hydraulic  motors. 
Mechanics,  mechanics  of  machinery. 
Astronomy,  practical  (elective). 
Draughting,  steam  engine,  ten  hours  a  week. 
Practical  Mechanics,  ten  hours  shop  work  a  week. 

SPRING  TERM. 

Mechanics,  mechanics  of  machinery. 

Astronomy,  practical  (elective). 

Draughting,  steam  engine  and  thesis,  fifteen  hours  a  week. 

Practical  Mechanics,  ten  hours  shop  work  a  week. 

Three  essays  and  one  thesis  required  during  the  year. 

A  thesis  is  required  for  graduation,  which  must  be  submitted  to  the  Professor  of 
rhetoric  as  well  as  to  the  professor  of  mechanical  engineering. 

In  elementary  mechanics  the  aim  is  to  impart  clear  notions  of  the 
elementary  principles  of  mechanics,  as  a  preparation  for  the  study  of 
physics,  or  the  more  advanced  work  in  analytical  mechanics.  Correct 
notions  of  fundamental  piinciples  and  of  the  language  of  the  science 
are  regarded  as  of  greater  importance  than  facility  in  the  solution  of 
problems  by  rule  or  formula. 

During  the  fall  term,  junior  year,  the  work  in  analytical  mechanics 
covers  the  main  principles  of  the  subject  of  statics.  The  work  of  the 
winter  term  deals  mainly  with  the  kinematics  and  dynamics  of  a  par- 
ticle, the  principles  of  work  and  energy,  and  moments  of  inertia.  In 
this  course  it  is  possible  to  develop  only  the  beginnings  of  the  science 
of  analytical  mechanics,  but  sufficient  ground  is  covered  to  give  the 
student  of  engineering  a  foundation  for  all  ordinary  technical  appli- 
cations of  mechanics,  and  to  furnish  to  those  whose  tastes  lead  them 
in  that  direction,  a  ground  work  lor  future  study  of  the  more  ad- 
vanced theoretical  portions  of  the  subject. 

The  study  of  graphic  statics  is  taught  by  lectures.  The  graphical 
method  of  determining  strains  and  moments  is  first  applied  to  framed 


INDUSTRIAL  EDUCATION  COMMISSION.  393 

structures,  especially  roof  trusses,  considering;  both  the  dead  load  and 
the  wind  pressure.  The  method  is  then  applied  to  various  pieces  of 
•  machinery,  especially  the  determination  of  the  dimensions  of  shafts, 
axles,  cranks,  etc.  The  work  in  the  recitation  room  is  here  largely 
supplemented  by  the  work  in  the  draiiiihting-room. 

The  problems  studied  in  the  class-room  are  worked  out  in  the 
draughting  room  with  great  accuracy,  and  the  different  pieces  of  ma- 
chinery are  drawn  in  detail. 

Mechanics  of  materials  embraces  both  theory  and  practice.  The 
resistance  and  elastic  properties  of  the  most  important  of  the  materials 
of  engineering  are  studied  from  a  theoretical  standpoint,  and  students 
are  familiarized  with  these  properties  by  tests  made  in  the  laboratory. 
The  testing  laboratory  has  been  equipped  with  a  Tinius  Olsen  &  Co.'s 
testing  machine  of  50,000  pounds  capacity,  with  tensile,  compressive 
and  transverse  testing  tools,  those  for  transverse  testing  being  capable 
of  breaking  full-sized  pieces  up  to  thirty  feet  in  length,  and  with  a 
Eiehle  Brothers  cement  tester. 

Mechanics  of  machinery  embraces  the  kinetics  and  kinematics  of 
the   different   machines,  and   is   essentially   the  mechanics   of  con-, 
strained  motion.     The  subject  is  first  treated  in  a  general  way,  then 
numerous  examples  are  taken  from  special  machines,  that  the  study 
may  be  of  practical  value  to  the  student. 

Thermodynamics  covers  those  principles  of  the  mechanical  theory 
of  heat  which  are  a  necessary  preliminary  to  the  study  of  the  theory 
of  heat  engines. 

The  lectures  given  on  machine  construction  furnished  the  necessary 
rules  and  formulas  for  calculating  and  designing  the  various  elements 
of  which  machines  are  made  up.  Beginning  with  the  immovable 
parts  like  the  rivet,  the  screw  and  the  key,  the  course  passes  on  to 
the  movable  parts,  like  the  journal,  the  shaft,  toothed  gearing,  pul- 
leys, etc.  The  course  is  very  complete,  the  theoretical  as  well  as  the 
practical  elements  being  duly  considered. 

The  study  of  the  steam  engine  extends  through  two  terms.  It  is 
taught  by  lectures  exclusively  during  the  spring  term,  the  theory  of 
the  steam  engine  and  of  the  boiler  being  then  especially  considered. 
Practical,  yet  scientifically  correct,  formulas  for  ca^ulating  the  prin- 
cipal dimensions  are  given.  During  the  fall  term  the  subject  is 
taught  partly  by  lectures,  partly  by  recitations.  The  steam  engine  is 
then  considered  more  from  the  practical  side.  In  connection  with 
this  study  the  students  will,  together  with  the  professor,  take  part  in 
a  thorough  test  of  some  steam  engine  and  of  the  boiler  furnishing  the 
steam.  The  department  will  very  shortly  be  lully  equipped  for  con- 
ducting these  expeiiments. 

The  study  of  hydraulic  motors  is  taught  principally  by  recitations. 
The  general  subject  of  hydraulics  is  first  taken  up,  in  which  the  flow 
of  water  through  orifices,  pipes,  canals,  over  wires,  etc.,  is  determined, 


394  REPORT  OF  THE 

and  the  experimental  coefficients  are  discussed.  After  this,  the  hy- 
draulic motors,  especially  the  turbines,  are  treated  in  a  systematic 
way.  A  short  discussion  of  pumps  finishes  the  study.  It  is  the  in- 
tention to  have  the  students  carry  out  hydraulic  experiments  in  the 
new  laboratory  which  is  being  fitted  up. 

DRAWING. 

In  elementary  drawing  the  student  is  first  taught  the  use  of  the 
brush  in  tinting  various  plane  and  curved  surfaces  with  India  ink.  Ho 
then  learns  the  well-known  system  of  round  writing  and  the  various 
kinds  of  lettering.  The  remainder  of  the  time  is  spent  by  students 
in  mechanical  engineering,  in  making  a  number  of  tracings  of  details 
of  machines,  and  by  the  students  in  civil,  mining  and  metallurgical 
engineering  in  topographical  draughting  with  pen  and  colors. 

The  instruction  in  the  draughting  room  follows  closely  the  class 
room  work  in  descriptive  geometry,  and  comprises  a  large  number  of 
problems  relating  to  the  different  phases  of  the  work.  Most  o!  the 
problems  are  not  found  in  the  text-book  and  the  student  must  there- 
fore solve  them  independently.  Great  stress  is  laid  on  the  accuracy 
of  the  drawings,  as  well  as  on  the  character  of  the  line  work,  as  this 
study  furnishes  the  best  training  for  a  future  draughtsman. 

In  the  course  in  elements  of  machines  working  drawings,  mostly  full 
size,  are  made  of  various  elements  of  machines,  as  pillow  blocks, 
hangers,  couplings,  the  various  kinds  of  toothed  gearing,  spur,  bevel 
and  worm  wheels,  pulleys,  etc.  These  details  of  machines  are,  to  a 
great  extent,  designed  by  the  student  himself.  The  drawings  are 
made  in  every  particular,  so  as  to  serve  as  working  drawings  in  a  fac- 
tory. For  the  sake  of  gaining  practice  they  are  required  to  be  tinted 
in  the  various  conventional  colors.  The  dimensions  of  the  various 
parts  are  calculated.  Eight  hours  a  week  during  the  winter  and  spring 
terms  of  the  sophomore  year,  and  ten  hours  a  week  during  the  fall 
term  of  the  junior  year. 

The  course  in  machine  construction  embraces  the  designing  and 
draughting  of  machinery,  and  is  supplemental  to  the  work  in  the  class- 
room and  the  workshop.  At  present,  one  term  and  a  half  are  spent 
in  designing  some  kind  of  lifting  machinery.  The  remainder  of  the 
term  is  occupied  with  the  design  of  an  automatic  cut  off  steam  en 
gine.  Besides  the  general  plan  and  an  elevation  of  the  machine  de- 
signed, working  drawings  of  the  details  of  the  various  parts  are  re- 
quired. During  the  fall  term  of  the  senior  year  the  students  are  also 
required  to  design  some  kind  of  model  which  they  are  to  make  in  the 
machine  shop  before  graduation. 

* 

PRACTICAL  MECHANICS.— MANUAL  TRAINING. 

With  the  ample  accommodations  afforded  by  the  new  buildings,  the  instruction 
in  all  branches  of  this  department  is  made  thoroughly  systematic  and  practical. 
The  instruction  and  practice  in  the  shops  are  given  in  classes  and  examinations  are 


INDUSTRIAL  EDUCATION  COMMISSION. 

held  at  the  end  of  each  term.     All  students  of  mechanical  engineering  are  required 
to  give  940  hours  time  to  shop  practice  during  the  four  years  of  the  course. 

Bench  Work  in  Wood.— A.  systematic  course  in  the  use  of  the  plane,  saw,  gouge, 
bit  and  similar  tools.     It  embraces  such  joint  work  as  is  involved  in  building  con- 
structions and  furniture.     A  short  lecture  precedes  each  new  operation.     First  part 
of  fall  term,  two  hours  per  day,  50  hours. 
(Required  of  at  I  Freshmen  in  Engineering.) 

Machine  Work  in  Wood.— Systematic  training  in  the  use  of  the  gouge  and  chisel 
in  plane  and  ornamental  turning,  in  hard  and  soft  wood.     Middle  of  fall  term,  two 
hours  per  day,  50  hours. 
(^  Required  vf  all  freshmen  in  Engineering. ) 

Pattern  Work  and  Molding.— Practice  in  making  patterns  and  in  molding.     The 
selections  of  patterns  are  made  with  reference  to  best  illustrating  the  principles  in- 
volved in  pattern  construction  and  in  the  operations  of  molding.     Last  part  of  fall 
term,  two  hours  per  day,  50  hours. 
(Required  of  all  Freshmen  in  Engineering.) 

Hand  Work  in  Iron.— A.  systematic  course  in  iron  work  with  the  hammer,  chisel 
and  file  at  the  vise.     Winter  term,  five  hours  weekly,  60  hours. 
(Required  of  all  /Sophomores  in  Mechanical  Engineering.)       . 

'/Surface  Plate  Work  with  file  and  /Scraper. — Systematic  training  in  producing 
flat  surfaces  ana  lines  of  precision  with  the  file  and  scraper.   Spring  term,  five  hours 
weekly,  55  hours. 
(Required  of  all /Sophomores  in  Mechanical  Engineering.) 

Forge  Wor k.  —Training  in  all  the  fundamental  features  of  forge  work,  as  drawing, 
upsetting,  bending,  welding,  tempering  and  tool  making.     Fall  term,  five  hours 
weekly,  60  hours. 
(Required  qf  all  Juniors  in  Mechanical  Engineering.) 

Machine  Work  in  Iron.— Practice  on  the  engine  lathes,  in  connection  with  which 
are  taught  the  elementary  features  of  boring,  turning  and  screw-cutting.  Fall  term, 
ten  hours  weekly,  90  hours. 

Tool  Making.— The  methods  of  tap  and  die  making  for  cutting  screw  threads  are 
the  leading  features.     Some  instruction  in  brass  work  is  also  given.     Winter  term 
five  hours  weekly,  60  hours. 
(Required  of  all  Juniors  in  Mechanical  Engineering.) 

Machine  Constr  action.— Practice  in  the  manufacture  of  machinery,  involving  cal- 
culations of  the  cost  of  their  production.  Spring  term,  ten  hours  weekly,  110  hours. 
(Required  of  all  Juniors  in  Mechanical  Engineering.) 

The  work  of  this  course  for  the  seniors  in  mechanical  engineering  is  similar  to 
that  of  the  preceding  but  includes  the  use  of  plane-surfacing  machines,  and  requires 
the  highest  skill  of  the  student  in  fitting,  etc.  Fall  term,  ten  hours  weekly,  150 
hours. 

Model  Designing  and  Construction. — Practice  in  the  designing  and  the  construc- 
tion of  models,  in  connection  with  which  training  self-dependence  is  given.  Tlie 
responsibility  is  imposed  upon  the  student  of  designing  some  piece  of  machinery 
which  is  illustrative  of  the  principles  previously  taught,  and  requires  pattern- work, 
molding,  forging  and  machine  work.  Winter  term,  ten  hours  weekly,  120  hours. 
(Required  of  all  /Seniors  in  Mechanical  Engineering.) 

Model  Construction  and  Testing.— The  work  in  this  course  is  devoted  to  complet- 
ing and  perfecting  the  models,  and  to  such  tests  and  experiments  with  them  as  will 
demonstrate  the  principles  involved  in  them  and  develop  their  excellencies  and 
detects.  The  field  of  invention  is  open  to  the  student  in  this  and  the  preceding 
course.  Spring  term,  ten  hours  weekly,  85  hours. 
(Required  of  all  /Seniors  in  Mechanical  Engineering.) 

The  engineering  departments  occupy  the  first  floor  and  basement  on  the  north 
side  of  the  new  science  hall. 

The  basement  rooms  of  the  engineering  department  consist  of  an  engineering  lab- 
oratory, an  engineering  museum,  a  reading  room  and  one  recitation  room.  In  the 
laboratory  are  to  be  found  a  testing  machine  made  by  Tinius  Olsen  &  Co.,  of  50,000 
pounds  capacity,  and  fitted  with  tools  for  tensile,  compressive,  torsional  and  trans- 


396  REPORT  OF  THE 

verse  strains;  a  cement  testing  apparatus,  made  by  Riehle  Bros.,  of  1,000  pounds 
capacity,  with  the  necessary  clamps  arid  apparatus  for  measuring  and  molding  ; 
high  and  low  level  tanks  of  large  capacity,  fitted  for  experimenting  on  and  determ- 
ining the  flow  of  water  through  orifices  and  pipes,  and  over  weirs.  There  is  also  a 
row  of  steam  coils  arranged  to  test  and  compare  the  value  of  different  forms  of  steam 
pipe  covering;  a  ten-horse  power  vertical  steam  engine  supplies  power  in  the  labo- 
ratory, and  is  so  arranged  that  it  can  be  run  for  experimental  purposes  as  a  high  or 
low  pressure  engine,  and  also  at  various  speeds.  There  are  also  friction  brakes  of 
large  and  small  capacity,  and  two  transmitting  dynamometers  which  furnish  the 
means  for  carrying  out  a  great  variety  of  tests.  The  laboratoiy  closely  joins  the 
boiler  house,  and  connections  will  be  so  made  with  the  boilers  that  a  constant  record 
of  their  performance  can  be  kept.  In  addition,  the  laboratory  is  being  supplied  with 
the  necessary  tanks,  weighing  apparatus,  pyrometers,  calorimeter,  etc.,  for  making 
complete  tests  of  the  economy  and  capacity  of  the  boilers. 

There  are  also  a  ten-horse  power  experimental  turbine  wheel  and  a  small  dynamo- 
electric  machine,  which  have  been  made  by  students. 

The  engineering  musuem  will  contain  a  collection  of  specimens  of  all  the  various 
engineering  materials,  including  selected  test  specimens  ;  also  a  considerable  num- 
ber of  models  of  roof  and  bridge  truses  will  be  gradually  added,  made  by  the  stu- 
dents from  their  own  designs. 

On  the  first  floor  the  largest  room  is  the  main  draughting  room,  which  contains 
desks  for  eighty  students.  Distributed  throughout  the  room  in  cases  is  a  very  large 
and  varied  collection  of  general  working  and  detailed  drawings  of  a  great  variety  of 
engineering  structures  and  machines,  which  illustrate  the  latest  and  best  principles. 
There  is  also  a  collection  of  models,  illustrating  problems  in  descriptive  geometry 
and  in  stone  cutting. 

The  lecture  rooms  are  fitted  writh  cases  containing  a  good  collection  of  drawings  of 
typical  structures  and  machines,  and  numerous  models  for  the  illustration  of  me- 
chanical motions,  etc. 

MACHINE  SHOP. 

The  machine  shop  is  new  and  affords  excellent  facilities  lor  mechanical  practice. 
It  embraces  a  main  machine  room  78X41  feet,  equipped  with  five  engine  lathes,  a 
polishing  lathe,  a  24'  wood  lathe,  a  grinding  lathe,  a  shaper,  a  planer,  a  milling 
machine  and  two  drilling  machines;  a  room  for  smaller  machines.  32x30  feet,  fur- 
nished with  an  engine  lathe,  a  milling  machine,  a  polishing  lathe,  a  drill ;  a  carpenter 
shop  44X39  feet,  supplied  with  a  planer,  two  saws,  a  shaper,  a  sticker,  a  mortising 
machine,  a  tenoning  machine  and  a  scroll  saw;  a  forge  room  24X36  feet,  provided 
with  ten  forges  and  their  equipments,  supplied  with  a  Sturtevaiit  blower  lor  the 
blast  and  an  exhaust  fan  for  ventilation  ;  a  foundry  room  of  the  same  size  wrhose 
equipment  will  consist  of  a  cupola,  brass  furnace  and  core  oven,  with  the  necessary 
small  tools  ;  a  wood  work  room  45X4-1  \  feet,  supplied  with  benches,  carpenter  tools, 
and  wood  turning  lathes  sufficient  for  the  accommodation  of  twenty-four  students 
and  a  pattern  room  30X32  feet,  furnished  with  the  requisite  tools. 

2.  Sparta  Public  Schools. 

SPARTA,  Wis.,  September^,  1838. 
GEORGE  W.  ATHERTON,  LL.  D.,  State  College,  Pa.: 

DEAR  SIR:  *  *  *  In  response  to  your  inquiries  relative  to  docu- 
ments regarding  manual  training,  I  would  say  that  we  have  none,  as 
our  board  have  taken  no  direct  action  in  the  matter.  But  I.  as  super- 
intendent, have  introduced  a  sort  of  a  system  which  seems  to  be  the 
best  we  can  do  under  the  circumstances.  It  was  an  outgrowth  of  our 
drawing.  A  few  years  ago  after  we  had  introduced  Prang's  system 
of  drawing  or  rather  the  constructive  and  representative  part  of  it,  it 
occurred  to  me  that  it  would  be  an  excellent  plan  to  encourage  our 


INDUSTRIAL  EDUCATION  COMMISSION:  391 

pupils  to  take  working  drawings  home  and  make  articles  there  ac- 
cording to  the  drawing.  We  did  so  supposing  that  we  were  the  first 
to  engage  in  it,  but  found  to  our  surprise  that  other  schools  in  Ohio, 
Massachusetts,  etc.,  were  doing  the  same  about  that  time.  We  added 
to  the  home  work  until  all  grades  had  somathing  to  do.  The  home 
work  was  optional.  In  addition  to  this  we  had  an  exhibition  of  any- 
ihing  pupils  cared  to  make  at  home,  the  girls  doing  all  kinds  of 
handiwork,  sewing,  cooking,  etc.,  the  boys  work  in  wood  and  iron. 
Our  first  exhibition  was  a  revelation  to  our  patrons.  We  only  claimed 
for  our  scheme  that  it  was  a  stimulus  to  our  pupils  to  induce  them  to 
use  their  hands  and  brains,  outside  of  school,  to  develop  much  of  the 
mechanical  ingenuity  which  lies  latent  in  every  mind.  We  further 
claimed  that  when  the  parents  saw  their  children  interested  in  some 
effort  to  construct  things,  they  would  endeavor  to  aid  them  by  their 
advice  and  procure  tools  for  them  as  fast  as  they  saw  that  the  children 
desired  them.  Then  we  thought  also  that  such  a  system  persevered 
in  for  years  would  tend  to  develop  much  of  the  latent  mechanical 
ingenuity  of  children  before  they  were  fifteen  years  old,  so  that  we 
could  tell  clearly  whether  a  child  possessed  any  aptitude  toward  any 
mechanical  trade  or  not. 

We  f  ither  reasoned  that  the  ordinary  system  of  manual  training 
which  fits  up  a  shop  for  high  school  pupils  and  does  not  provide  some 
work  for  the  pupils  of  the  lower  grades  is  a  mistake.  The  work  of  tho 
kindergarten  should  be  continued  to  the  high  school,  and  we  thought 
our  system  did  it.  Furthermore,  we  have  come  to  the  conclusion 
from  our  experience  that  this  home  work,  unsystematic  as  it  is,  is  far 
superior  to  the  child  in  mental  training  than  the  one  which  provides 
for  the  work  to  be  done  at  school  under  an  instructor. 

The  child  is  thrown  more  on  his  own  resources  to  overcome  obsta- 
cles than  when  at  school.  »He  must  use  his  own  mind  or  fail.  Also,  it  puts 
on  the  parent  what  is  his  duty  to  do — to  provide  instruction  in  hand 
work  for  his  child  or  give  it  himself.  Th  s  it  secures  the  cooperation 
of  parents  with  the  school.  Then,  again,  our  system  is  inexpensive, 
and  can  be  carried  out  in  every  school  in  the  land,  and  I  have  been 
satisfied  to  continue  it  until  something  can  be  arranged  upon  which 
advocates  of  manual  training  can  agree  better  than  they  do  now. 

vThis  much  for  our  theory.  Our  plan  briefly  stated  is  this:  Home 
work  in  constructing  objects  according  to  working  drawings  provided 
at  school. 

Home  work  upon  anything  for  an  exhibition  to  be  held  once  or 
twice  a  year.  For  this  exhibition,  articles  formed  from  the  class 
drawings  are  taken.  Also  everything  else  representing  hand-work. 
Girls  are  encouraged  to  do  plain  sewing  rather  than  fancy  work ; 
cooking  rather  than  paintings;  darning  and  patching  rather  than  em- 
broidery. 

Now  for  results. 


3y8  REPORT  OF  THE 

First.  Parents  turn  out  in  crowds  to  visit  the  exhibition  and  I  have 
yet  to  hear  the  first  note  of  adverse  criticism.  It  meets  their  appro- 
bation. 

Second.  In  a  great  many  instances,  parents  have  provided  their 
children  with  lathes,  tools  of  various  kinds,  so  that  many  of  our  boys 
are  liable  to  do  very  creditable  work.  At  our  last  exhibit  two  boys 
had  complete  *  team  engines  of  iron  in  working  order.  They  made 
the  patterns,  moldings,  castings,  and  did  all  the  work. 

Third.  Many  girls  are  stimulated  to  learn  to  do  plain  sewing  and 
cooking,  and  their  mothers  teach  them  or  provide  instruction  because 
their  children  want  it.  *  *  *  . 

Yours  truly, 

(Signed)  L.  H.  CKARK, 

Principal. 

3.  The  Whitewater  State  Normal  School. 

The  catalogue, of  this  institution  for  1887-8  states  that  u A  small 
workshop,  begun  a  few  years  ago  as  an  experiment,  affords  limited 
means  for  instruction  and  practice  in  the  use  of  wood-working  tools, 
and  has  proved  a  valuable  adjunct  of  the  scientific  department. 
Members  of  the  class  in  physics  spend  four  hours  each  week,  for 
twenty  weeks,  in  learning  the  use  of  the  fundamental  tools,  and  how 
lo  construct  simple  apparatus ;  the  purpose  being  to  make  those  who 
pass  through  this  training,  especially  the  young  women,  more  inde- 
pendent and  self-helpful  under  the  limitations  which  surround  the 
average  teacher. 


INDUSTRIAL  EDUCATION  COMMISSION.  399 


INDUSTRIAL  TRAINING  FOR  GIRLS. 

The  introduction  of  branches  oi'  manual  training  especially  designed 
to  meet  the  needs  of  girls  has  not  advanced  so  far  or  so  rapity  as  the 
similar  movement  for  boys;  3'et  work  in  sewing,  cooking,  industrial 
drawing,  etc.,  has  been  begun  in  many  places,  and  the  results  have 
everywhere  proved  of  the  most  gratifying  and  promising  character. 
Without  attempting  any  full  enumeration  of  the  places  in  which 
these  exercises  have  been  introduced,  we  present  a  few  instances  which 
will  sufficiently  indicate  the  method  and  scope  of  the  work,  and  the 
wide  field  which  it  opens  on  both  the  economical  and  the  educational 
side. 


1.  BOSTON,  MASS. 

Public  Schools. 

Two  school-kitchens  for  the  instruction  of  girls  from  the  neighbor- 
ing grammar  schools,  who  come  to  the  kitchens  once  a  week  fora  two- 
hours'  lesson,  in  classes  of  fifteen  at  a  time,  were  opened  in  October, 
1885.  In  the  first,  which  has  taken  the  name  "  Boston  School  Kitchen 
Number  One,"  were  one  hundred  and  fifty  girls  from  the  upper 
classes  of  four  schools,  including  a  few  from  the  Horace  Mann  school 
for  the  deaf;  in  the  other,  one  hundred  and  twenty-five  girls  from 
three  schools.  The  cost  of  fitting  up  and  operating  these  schools  was 
at  first  met  by  two  public-spirited  ladies.  The  plan  is  for  the  city  to 
assume  the  running  expenses  after  one  year.  The  master  of  the  first 
school  reports  that  fct  the  success  attending  the  work  has  been  com- 
plete, the  one  hundred  and  fifty  girls  belonging  manifesting  great  in- 
terest and  enthusiasm  in  the  performance  of  all  their  duties;  and, 
although  many  of  them  are  obliged  to  come  long  distances,  the  at- 
tendance has  been  excellent.  The  same  programme — bill  of  fare — is 
continued  throughout  a  week,  each  class  having  one  lesson;  and  it  is 
sent  to  the  various  schools  represented,  where  it  is  placed  conspicu- 
ously before  all  the  scholars,  with  directions  informing  them  for  what 
price  the  prepared  food  can  be  purchased.  An  opportunity  is  thus 
presented  for  each  pupil  to  buy,  at  cost  of  materials,  the  dishes  cooked 
by  herself.  Thus  is  gained  a  two-fold  advantage.  In  a  pecuniary 
and  economical  view  it  provides  in  a  large  measure  for  the  expense 
of  supplies,  and  for  the  proper  disposal  of  the  food  without  trouble 
or  waste  ;  but  the  benefit  conferred  upon  the  community  by  this  dis- 
tribution of  scientific  cookery  (anoT  economical,  marketing)  among 


400  REPORT  OF  THE 

the  homes  is  beyond  calculation.  The  pecuniary  consideration  is  lost 
sight  of,  as  but  of  little  moment,  when  compared  with  this  approach 
to  the  living  center  of  the  homes." 

It  is  not  '"fancy  choking  "  at  all  that  these  girls  are  taught;  it  is 
plain  cooking  of  the  common  and  inexpensive  articles  of  food.  The 
art  of  making  plain  living  agreeable,  of  making  limited  means  ample, 
of  making  the  home  always  pleasant  and  attractive  with  modest  out- 
lay— this  is  what  these  girls  are  acquiring.  Thousands  of  homes  now 
can  be  improved  by  giving  the  daughters  this  instruction  in  the 
domestic  arts;  and  thousands  more  of  future  homes  will  be  better 
and  happier  in  consequence  of  such  instruction.  What  better  protec- 
tion can  society  have  against  the  ravages  of  intemperance  and  crime 
than  homes,  however  humble,  made  happy  and  attractive  by  house- 
wifely thrift  and  good  taste  ?  In  the  miseries  of  bad  housekeeping 
the  home  too  often  yields  its  sway  to  the  saloon. 

In  November,  1886,  the  chairman  of  the  committee  on  manual 
training  reported  : 

In  the  school  kitchen  No.  1,  ten  classes,  of  15  girls  each  (each  class 
receiving;  one  lesson  per  week),  have  received  29  lessons. 

The  school  opened  in  October  4,  1SS6,  with  the  same  number  of 
pupils,  from  the  same  schools  as  above  mentioned. 

Over  70Q  persons,  from  nearly  all  parts  of  the  country,  visited  this 
school  during  the  year.  One  of  the  ladies  kindly  volunteered  to  pay 
again  this  year  the  expenses*  of  the  school  because  of  the  reduction  by 
the  city  council  of  our  appropriations.  With  our  limited  means  we 
have  been  able  to  establish  but  one  new  school  this  year — a  cooking 
school  in  South  Boston. 

The  cooking  school  in  South  Boston,  or  Boston  school  kitchen  No. 
2,  is  located  on  the  first  floor  of  the  Drake  primary  school.  The 
kitchen  is  larger  than  those  hitherto  in  use.  We  can  accommodate 
20  girls  per  lesson  or  400  per  week. 

One  hundred  and  thirty- four  girls  attend  a  private  school  of  cookery 
on  North  Bennett  street,  under  the  superintendence  of  the  committee. 
Thus  all  the  girls  in  the  schools  of  the  city  proper  and  South  Boston 
have  the  opportunity  to  receive  a  course  of  20  lessons  in  cookery. 

These  schools  deserve  great  consideration  from  the  committee.  They 
are  certainly  popular  with  the  people.  Their  usefulness  reaches  at 
once  the  home  circle  and  compels  appreciation.  The  pupils  are  proud 
to  be  helpful  at  home.  Their  parents  are  much  pleased  with  their 
welcome  assistance. 

We  have  found  masters,  teachers,  parents  and  pupils  all  heartily 
interested  in  this  work.  In  the  beginning  there  were  teachers  who 
had  misgivings  lest  the  manual  work  would  interfere  with  the  proper 
school  work.  We  find  no  such  teachers  now.  All  the  manual  work- 
ers hold  good  rank  in  their  schools. 

Petitions  for  schools  of  cookery  have  come  to  us  from  Dorchester, 


INDUSTRIAL  EDUCATION  COMMISSION  40 

Roxbury  and  East  Boston.     In  Dorchester  we  are  offered  a  school 
kitchen  fully  equipped  if  the  school  committee  will  carry  it  on. 

The  following  illustrates  the  work  done  in  school  kitchen  No.  1.  It 
is  merely  the  bill  of  fare  of  one  of  the  many  dinners  served  in  that 
school  kitchen : 

BILL  OF  FAKE 

of  dinner  served  at  Boston  school  kitchen  No.  1,  June,  1886  : 

Potato  soup  ;  crodtons  ;  baked  fish  with  parsley  sauce  ;  mashed  potatoes  ;  shoulder 
of  mutton,  bone  and  stuffed;  macaroni  with  white  sauce;  vegetable  salad  with 
boiled  dressing;  hot  rolls ;  apple  snow;  crisped  crackers;  coffee.  Ten  persons 
served.  Cost,  $1.91 ;  19^  cents  each. 

The  object  of  all  public  education  is  the  development  of  the  ability 
and  character  of  each  boy  and  girl.  All  good  ability  and  character  is 
profit  to  the  community.  Therefore  the  thorough  development  of  the 
facilities  for  good  of  every  boy  and  girl  is  most  desirable.  Manual 
training  impresses  upon  every  pupil  the  necessity  of  thoroughness,  for 
all  good  work,  all  good  results.  A  habit,  a  plan  of  work,  insensibly 
grows  on  every  pupil  and  goes  with  them  into  all  school  work.  It  is 
to  be  expected  it  will  go  with  them,  after  their  studies  in  our  schools 
are  ended,  into  their  work  in  the  world.  There  they  will  find  a  school, 
too,  under  much  harsher  rules. 

In  school  kitchen  No.  1,  for  the  first  term,  the  expenses  were  as  fol- 
lows : 
Cost  of  provisions  and  fuel  for  150  girls,  20  lessons,    ....  $42  50 

Cost  of  provisions  and  fuel  per  girl,  20  lessons, 0  2S£ 

Cost  of  provisions  and  fuel  per  girl  per  lesson, 0  01  r% 

Number  of  dishes  cooked  at  home  by  pupils,  10,740. 

For  the  second  term  : 

Cost  of  provisions  and  fuel,  150  girls,  16  lessons, $33  00 

Cost  of  provisions  and  fuel  per  girl,  16  lessons, 0  22 

Cost  of  provision  and  fuel  per  girl  per  lesson, 0  Olf 

Number  of  dishes  cooked  at  home  by  pupils,  12,100. 

Total  number  of  dishes  cooked  at  home  by  pupils  during  both  terms, 
22,840. 

Total  number  of  pupils  during  the  year,  300. 

Of  700  families  who  have  been  represented  at  this  school  during 
1885-1886,  and  to  June,  1887,  692  have  expressed  themselves  very 
much  in  favor  of  the  school.  Only  8  families  have  been  indifferent  or 
not  favorable. 

At  the  close  of  the  year  1887,  four  school  kitchens  had  been  estab- 
lished in  the  city.  All  except  one  being  supported  by  public-spirited 
ladies. 

The  chairman  of  the  committe,  in  his  report  of  December,  1887, 

^ys: 

It  will  be  noted  that  to-day  all  the  girls  in  the  schools  of  the  city, 
26  ED.  COM. 


402  REPORT  OF  THE 

proper,  South  Boston,  Roxbury,  and  West  Roxbury,  have  an  oppor- 
tunity to  receive  a  course  of  twenty  lessons  in  cookery.  The  girls  of 
a  large  part  of  Chariest  own  and  East  Boston,  and  a  part  of  Dorchester, 
enjoy  the  same  advantages. 

To-day  900  girls  are  attending  our  schools  of  cookery.  Uuring  the 
current  school  year,  1,800  will  receive  a  good  education  in  this  line  of 
work.  In  addition  to  the  school  kitchen,  the  kind  hearted  ladies  of 
the  North  Bennet  street  industrial  school  maintain,  for  the  benefit  of 
the  children  of  our  city,  classes  in  carpentry,  printing,  shoemaking, 
and  modeling. 

SEWING. 

The  following  summary  statement  is  quoted  from  the  report  of  the 
United  States  Commissioner  of  Education,  for  1886  87. 

u  At  Boston,  where  the  study  has  been  most  thoroughly  introduced 
and  organized,  even  to  the  extent  of  holding  weekly  meetings  of  the 
sewing  teachers  for  conference,  the  course  of  instruction  is,  in  brief, 
as  follows :  After  the  child  has  been  taught  huw  to  select  thread  and 
needle,  to  thread  the  needle  and  to  hold  it,  it  is  put  to  basting  together 
a  bag-apron,  in  which  to  keep  the  work ;  then  it  is  taught  to  back- 
stitch, to  hem,  and  to  overcast  the  seams  of  the  basted  apron.  This 
method  has  the  advantage,  says  the  supervisor  of  sewing,  of  interest- 
ing the  child,  since  it  is  employed  in  making  something  that  it  is  to 
wear.  The  material  is  almost  invariably  furnished  by  the  pupil;  the 
garment  is  prepared  by  the  teacher  and  sewed  under  her  direction. 
Great  interest  is  manifested  at  the  homes  of  the  children,  and  cases 
are  known  in  which  the  child  has  instructed  the  mother  in  the  lesson 
that  it  has  learned  at  school.  In  a  few  schools  dressmaking  has  been 
introduced;  simple  dresses,  however,  are  made  in  all  the  schools.  In 
concluding  her  remarks  the  supervisor  says  : 

ik  There  is  no  doubt  that  the  habits  formed  in  connection  with  learn- 
ing to  sew  have  an  important  influence  on  the  life  and  character  of 
the  girls  and  their  homes.  It  may  be  confidently  asserted  that  the 
influence  of  the  sewing  is  healthful  and  lasting  upon  the  mind  and 
character  of  the  pupils,  and  on  that  account,  no  less  than  for  its  ma- 
terial utility,  it  deserves  the  respect  and  encouragement  of  the  com- 
munity. As  a  department  of  school  work  it  is  second  to  none  in  the 
success  which  it  has  attained  and  the  interest  it  has  enlisted  in  and 
out  of  the  school  room. 

u  The  inexpensiveness  of  the  materials  (in  Boston  costing  about  $200 
a  year),  the  cleanliness,  and  particularly  the  simplicity  of  the  work, 
permitting  the  pupil  to  remain  at  her  desk,  render  sewing  much  less 
difficult  to  introduce  and  maintain  as  a  duty  than  cooking,  which  not 
only  requires  appliances  that  are  inappropriate  to  a  school  room,  but 
an  activity  that  is  incompatible  with  the  order  that  is  exacted  there." 


INDUSTRIAL  EDUCATION  COMMISSION.  403 


2.  BROOKLYN,  N.  Y. 

Pratt  Institute. 

Courses  in  cooking,  sewing,  millinery,  art  embroidery  and  dress- 
making have  been  established  for  girls  in  Pratt  Institute. 

COOKING. 

The  cooking  school  was  opened  January  20, 1888,  with  a  class  of 
twenty  ladies.  Other  classes  were  organized,  and  in  March  there 
were  three  classes  with  twenty-five  pupils  in  each.  A  course  con- 
sis!  s  of  twelve  lessons,  one  lesson  of  two  hours'  duration  being  given 
weekly.  One  hundred  and  eight  pupils  have  been  connected  with 
the  cooking-school.  Many  applicants  have  been  unable  to  gain  admis- 
sion, but  in  the  future  there  will  be  accommodations  for  a  much  larger 
number  of  pupils. 

The  evening  classes  are  reserved  for  self-supporting  women,  the  day 
classes  are  open  to  all. 

The  rooms  of  the  cooking  school  are  on  the  sixth  lloor  of  the  main 
building.  They  are  excellently  ventilated  by  large  sky-lights  with 
numerous  swinging  sashes  in  the  roof,  besides  window-sash  and  side- 
wall  ventilators.  In  the  center  under  the  sky  light  are  two  large 
cooking  tables,  twelve  feet  long  by  four  feet  wide.  Each  is  furnished 
with  ten  gas  burners  for  cooking,  and  ten  drawers  with  shelves  below. 
Every  drawer  and  set  of  shelves  is  supplied  with  a  complete  assort- 
ment of  cooking  utensils,  so  that  twenty  people  can  work  at  the  same 
time.  All  the  appointments  of  a  well-ordered  kitchen  are  here  found, 
such  as  hot  and  cold  water,  galvanized  iron  sinks,  range,  stove,  closets, 
dressers,  refrigerator,  etc. 

There  are  three  courses  in  cooking,  of  twelve  lessons  each,  advanc- 
ing regularly  from  the  simplest  to  the  more  elaborate  dishes.  Every 
pupil  is  required  to  give  evidence  of  her  thorough  acquaintance  with 
the  elementary  before  passing  to  the  higher  course.  A  practical  ap- 
plication of  the  principles  taught  is  insured,  since  each  pupil  works 
out  with  har  own  hands  the  receipts  given  her.  The  instruction  com- 
prises lessons  on  the  building  and  care  of  a  fire,  proper  modes  of  mea- 
suring liquids  and  solids,  of  boiling  meats,  eggs  and  vegetables,  broil- 
ing and  roasting  meats,  of  making  soup,  puddings,  and,  most  import- 
ant of  all,  bread;  in  short,  the  principles  and  practice  of  good,  plain, 
wholesome  cooking.  Every  pupil  is  urged  to  try  all  the  dishes  at 
home,  and  a  record  is  kept  of  the  number  thus  made  , 

In  connection  with  every  lesson  a  brief  lecture  or  explanation  is 
given  by  the  instructor  upon  the  chemical  and  nutritive  properties  of 


404  KEPORT  OF  THE 

the  materials  used,  the  changes  produced  by  cooking,  etc.;  and  when 
a  pupil  has  completed  a  full  course  of  thirty -six  lessons,  it  is  expected 
that  she  will  not  only  be  able  to  prepare  all  varieties  of  wholesome 
and  appetizing  food,  but  will  also  have  a  good  understanding  of  the 
properties  of  the  various  food  materials,  their  values  as  nutritive 
agents,  the  chemical  changes  involved  in  the  processes  of  preparation, 
and  other  matters  necessary  to  thorough  and  intelligent  work. 

In  front  of  the  cooking  rooms  is  the  lunch  room,  where  a  simple 
ineal,  well  served,  is  furnished  at  noon  and  at  evening  for  a  small 
sum.  This  is  intended  primarily  for  the  use  of  the  teachers  and 
students  connected  with  the  institute. 

SEWJNG. 

The  sewing  class  opened  February  23, 1888.  Twenty-four  pupils 
were  present  at  the  first  lesson,  and  at  the  second  twelve  more  entered, 
enlarging  the  class  to  such  an  extent  that  it  was  necessary  to  divide 
it.  An  evening  class  began  work  March  9,  and  a  class  for  school 
children  was  opened  Saturday  morning,  April  7. 

The  large  room  on  the  south  side  of  the  third  floor  of  the  main  build- 
ing is  used  for  the  sewing  classes. 

The  instruction  comprises  all  kinds  of  hand-sewing,  from  simple 
overhanding  to  button-holes,  hem-stitching,  feather  stitching,  and  in- 
struction in  machine-sawing.  Cutting  and  making  plain  garments 
from  pattern  is  also  taught  after  pupils  have  acquired  a  knowledge  of 
hand- sewing. 

MILLINERY. 

Two  classes  were  organized  April  19,  and  a  third  April  25,  for  in- 
struction in  millinery.  In  these,  as  in  all  other  classes,  the  principles 
taught  will  be  practically  applied,  each  pupil  making  during  the  course 
an  entire  hat  or  bonnet,  in  which  good  taste  and  good  workmanship 
shall  be  combined. 

ART  EMBROIDERY. 

All  applicants  for  admission  to  classes  in  art  embroidery  are,ad  vised 
to  complete  a  short  course  in  drawing  and  color  as  indispensable  to 
good  work.  A  knowledge  of  hand-sewing  is  required  for  entrance, 
since  a  pupil  must  first  learn  to  use  the  needle  in  elementary  work 
before  taking  up  the  complex  art  of  embroidery.  It  is  desired  to  train 
women  who  shall  be  able  to  originate  good  designs  both  as  to  color 
and  form,  and  not  be  forced  to  continually  copy  the  designs  of  others 

DRESSMAKING. 

March  19,  1888,  three  classes  of  twelve  pupils  each  began  a  course 
of  ten  lessons  in  dressmaking,  each  class  receiving  one  lesson  of  two 
hours'  duration  per  week.  One  class  meets  in  the  morning,  one  in 


INDUSTRIAL  EDUCATION  COMMISSION.  405 

the  afternoon,  and  one  in  the  evening.  April  10,  another  class  of 
twelve  was  iormed  and  began  work.  Many  applicants  have  been  un- 
able to  enter,  but  hereafter  a  much  larger  number  can  be  accommo- 
dated. 

Large  tables  for  drafting,  tracing  and  cutting,  comfortable  chairs, 
sewing  machines,  blackboard,  and  closets  for  storing  materials,  afford 
every  facility  for  doing  the  best  work. 

A  systematic  course  of  dressmaking  is  offered — a  knowledge  of 
hand  and  machine  sewing,  as  well  as  some  experience  in  making 
simple  garments  from  pattern,  being  required  for  entrance.  Each 
pupil,  under  the  guidance  of  the  teacher,  learns  to  fit,  make  and 
drape  an  entire  dress  for  herself  or  others  from  measure  during  the 
course. 

It  will  be  the  aim  of  the  teacher  to  include  in  her  instructions  the 
principles  and  ideas  of  good  taste  in  dress,  that  it  may  be  not  only  a 
dress  well  fitted,  well  made,  and  tastefully  draped  which  the  pupil 
has  produced,  but  also  one  best  suited  to  her  form  and  coloring, 
thereby  endeavoring  to  train  dressmakers  who  will  have  a  sense  of 
the  value  of  the  true  artistic  element  in  dress,  combined  with  thorough 
workmanship. 

DEPARTMENT  OP  DOMESTIC  SCIENCE — FEES. 

Cookery. — Day  classes,  $3.50  each  for  first  and  second  courses,  and 
,? 5  00  for  third  course. 

Evening  classes.  $1.50  each  for  first  and  second  courses. 

and  $2.00  for  third  course. 
Sewing. — For  course  of  twenty-four  lessons  : 

Day  classes, $4  00 

Evening  classes, .    .    .    2  00 

Day  classes  for  children, 2  50 

Dressmaking. — Courses  consist  of  twelve  lessons  : 

Elementary  day  classes, $5  00 

Elementary  evening  classes,      3  00 

Advanced  day  classes, 10  00 

Advanced  evening  classes, 7  00 

Millinery. — Twelve  lessons. 

Day  classes, $4  00 

Evening  classes, ,  2  00 


406  REPORT  OF  THE 


3.  CLEVELAND,  OHIO. 

Public  Schools. 

The  superintendent  of  the  Cleveland  public  schools  gives  the  fol- 
lowing account  of  the  cooking  school  of  that  city  : 

"Although  this  school  did  not  become  a  part  of  the  manual  train- 
ing school  until  the  close  of  the  year  for  which  this  report  is  made, 
y.et  its  importance  and  success  have  been  so  marked  that  I  submit  the 
following  relative  to  its  history  and  work  : 

"  In  the  fall  of  188-1,  a  few  young  ladies,  possessed  of  a  commenda- 
ble missionary  spirit,  opened  a  kitchen  garden  in  one  of  the  basement 
rooms  of  Unity  Church,  about  twenty  pupils  being  in  attendance. 
The  school  grew  and  prospered  beyond  expectation,  so  that  early  in 
1886  it  was  found  necessary  in  order  to  extend  the  work  so  as  to  meet 
the  demands  to  organize  on  a  more  permanent  basis.  The  k  Cleve- 
land Domestic  Training  Association  '  was  the  result.  In  February  of 
this  year  the  cooking  class  was  formed  and  opened  at  No.  479  Superior 
street,  seventy  girls  being  enrolled  the  first  term.  By  permission  of 
the  board  of  education  free  classes  were  formed  from  the  pupils  of 
Rockwell  school.  More  than  seventy  pupils  desired  to  enter,  but  less 
than  fifty  could  be  accommodated. 

"In  September,  1887,  the  cooking  department  of  the  association 
became  a  regular  branch  of  the  Cleveland  manual  training  school. 
A  sum  of  money  was  set  aside  to  defray  the  expenses  of  teaching  a 
certain  number  of  pupils  from  the  city  public  schools.  By  this 
arrangement  four  hundred  and  twenty-one  girls  received  ten  lessons 
each  free  of  cost.  The  benefits  of  this  school  seem  so  marked  that  it 
is  to  be  hoped  that  better  quarters  and  more  ample  accommodations 
may  be  secured.  This  school  was  among  the  first  to  be  organized  in 
this  country.  Already  a  number  of  others,  similarly  organized,  have 
been  established  in  the  larger  cities. 

"I  append  the  lessons  for  one  term  : 

"  Menu  first  week. — Lamb  chops,  cranberries,  mashed  potatoes,  oatmeal,  baked 
apples. 

"  For  second  week. — Potato  soup,  scrambled  eggs,  turnips  in  white  sauce,  apple 
tapioca. 

"For  third  week.— Fish  balls,  milk  toast,  apple  shortcake,  coffee. 

"  For  fourth  week.— Mixing  and  baking  bread  and  biscuit,  tomato  soup,  steamed 
rice. 

"For fifth  week.— Oyster  stew,  corn  cake,  toasted  crackers,  griddled  cakes,  lemon 
syrups. 

"For  sixth  week.— Corn,  beef  hash,  frying  out  fat,  rye  muffins,  doughnuts. 

"For  seventh  week. —  Beef  stew,  dumplings,  chocolate,  cookies. 

"  For  eighth  week. — Creamed  cod  fish,  French  toast,  cottage  pudding,  sauce. 


INDUSTRIAL  EDUCATION  COMMISSION.  407 

"For  ninth  week.—Vollops  or  Hamburg  steak,  Lyonnaise  potatoes,  apple  pie,  gin- 
gerbread. 

"For  tenth  week.— Green  pea  soup,  fried  fish,  potato  balls,  floating  island  and  plain 
cake. 

'•This  enterprise  opens  up  a  field  of  very  great  interest,  second  to 
none  in  point  of  practical  importance.  There  is  no  attempt  atufancy 
cooking."  On  the  contrary,  the  sole  aim  is  to  teach  the  girls  how  to 
make  good  bread,  how  to  cook  plain  every  day  articles,  how  to  prepare 
and  serve  a  good,  palatable,  wholesome  meal  from  ordinary  materials, 
and  how  to  do  this  in  the  most  economical  and  satisfactory  manner. 
Notes  are  taken  and  recipes  copied.  The  pupils  do  actual  cooking 
undpr  the  immediate  supervision  of  skilled  teachers.  Not  only  so. 
but  the  home  kitchen  becomes  the  'practice  school'  of  the  interested 
learners,  thus  transferring  the  benefits  of  the  school  to  hundreds  of 
homes  throughout  the  city.  Says  Superintendent  Seaver  of  Boston, 
in  speaking  of  the  cooking  school  of  that  city : 

atThe  art  of  making  plain  living  agreeable,  of  making  limited 
means  ample,  of  making  the  home  always  pleasant  and  attractive 
with  modest  outlay — this  is  what  the  girls  are  learning.' 

kt  All  this  is  equally  true  of  Cleveland.  A  practical  knowledge 
of  the  domestic  arts  can  result  only  in  the  elevation  and  refinement 
of  the  home  in  which  thjs  knowledge  is  applied.  This  enterprise  is  a 
legitimate  outgrowth  of  the  new  education.  It  is  a  clear  illustration 
of  the  obedience  of  the  hand  to  the  dictate  of  the  will  for  the  accom- 
plishment of  a  definite  object.  It  is  a  realization  in  a  small  way  of 
the  desire  to  have  something  practical  taught  in  the  schools.  Viewed 
from  any  standpoint,  it  is  an  enterprise  worthy  of  encouragement." 


4.   LAFAYETTE,  INDIANA. 

Purdue  University. 

The  "  School  of  Industrial  Art"  in  Purdue  University  has  special 
attractions  for  young  women  and  has  produced  some  excellent  work, 
as  illustrated  by  the  plate  already  given  on  page  105.  The  object  of 
the  school  and  the  course  of  study  in  full  are  as  follows : 

The  object  of  this  school  is,  in  addition  to  giving  a  good  general 
education,  to  give  a  practical  knowledge  of  object  drawing  in  outline, 
light  and  shade,  and  color  :  of  linear  perspective  ;  ot  orthographic  pro- 
jection, or  the  drawing  of  plans,  elevations  and  sections;  of  wood- 
carving  or  clay  modeling,  including  historical  ornament  and  decorative 


design. 


FRESHMAN  YEAR. 


Industrial  Art.—  Twenty-seven  weeks,  five  hours  per  Aveek,  and  eleven  weeks, 
fifteen  hours  per  week.  Model  drawing  in  outline.  This  includes  free-hand  out- 
line drawing  from  round  geometrical  solids,  as  cylinders,  cones,  vases  and  crock- 
ery ware ;  from  straight  line  objects,  as  cubes,  prisms,  crosses  and  pyramids;  also, 
the  drawing  of  the  above  objects  in  groups  and  their  application  in  drawing  chairs, 


408  REPORT  OF  THE 

tables,  sofas  and  buildings.  Linear  perspective.— This  subject  includes  the  working 
of  about  one  hundred  problems  illustrating  the  principles  of  parallel,  angular  and 
oblique  perspective,  and  showing  how  to  put  into  perspective  any  object.  Ortho- 
graphic projection. — The  instruction  in  this  subject  includes  the  drawing  of  about 
one  hundred  problems,  illustrating  the  principles  for  making  "  working  drawings," 
including  plans,  elevations,  developments  and  intersections.  Light  and  shade.— 
Under  this  head  model  and  object  drawing  in  light  and  shade  Avill  be  taught,  using 
first  the  crayon  and  the  stump. 

Geometry. — Twenty-seven  weeks,  five  hours  per  week. 
Algebra. — Eleven  weeks,  five  hours  per  week. 
Rhetoric. — Thirty-eight  weeks,  three  hours  per  week. 
Elocution. — Twenty-seven  weeks,  one  hour  per  week. 

French  or  German. — Twenty-seven  weeks,  five  hours  per  week,  and  eleven  weeks, 
two  hours  per  week. 

SOPHOMOBE  YEAR. 

Industrial  Art. — Twenty-three  weeks,  five  hours  per  week  ;  four  weeks,  ten  hours 
per  week  ;  and  eleven  weeks,  fifteen  hours  per  week.  Light  and  shade. — Further 
practice  will  be  given  under  this  head  in  drawing  from  casts  and  in  using  the  brush 
Color. — The  instruction  here  embraces  the  theory  of  color,  including  the  principles 
of  harmony  and  contrast,  and  practice  in  water  colors,  as  applied  to  object  drawing 
and  still  life. 

Higher  Algebra.— Twelve  weeks,  five  hours  per  week. 
Trigonometry.— Eleven  weeks,  five  hours  per  week. 
.English  Literature. — Nineteen  weeks,  three  hours  per  week. 
History. — Nineteen  weeks,  three  hours  per  week. 
Physics. — Thirty-eight  weeks,  four  hours  per  week. 

French  or  German. — Thirty-eight  weeks,  two  and  one-half  hours  per  week. 
Elocution. — Nineteen  weeks,  one  hour  per  week. 

JUNIOR  YEAR. 

Industrial  Art.—  Thirty-eight  weeks,  ten  hours  per  week.  Students  who  have 
satisfactorily  completed  the  work  of  the  freshman  and  sophomore  years  in  the  school 
of  industrial  art  are  supposed  to  have  a  fair  knowledge  of  drawing,  at  least  sufficient 
to  enable  them  to  take  up  some  special  line  of  work,  as  wood  carving  or.  clay  model- 
ing. Wood  carving.— At  first  the  sharpening  and  the  proper  handling  of  tools  are 
taught.  Incised  and  low  relief  carving  is  then  practiced,  followed  by  medium  and 
high  relief  work,  as  skill  in  the  use  of  tools  may  warrant.  Students  begin  to  carve 
easels,  tables,  sideboards,  etc.,  soon  after  entering  the  carving  class.  Historical  orna- 
ment.— An  outline  of  the  principal  styles  of  historical  ornament,  together  with  illus- 
trative examples,  will  be  given  with  wood  carving  or  clay  modeling  in  the  junior 
year,  during  the  second  and  third  terms. 
Chemistry.— General  chemistry,  twenty-seven  weeks,  eight  hours  per  week ;  and 

applied  chemistry,  eleven  weeks,  eight  hours  per  week. 
Elective  Studies. — Juniors  must  elect  two  of  the  following  : 

1.  Analytical  Geometry  and  Calculus. — Thirty-eight  weeks,  five 

hours  per  week. 

2.  Literature  and  History. — Thirty-eight  weeks,  four  hours  per 

week. 

3.  French  or  German. — Thirty-eight  weeks,  four  hours  per  week. 

SENIOR  YEAR. 

Industrial  Art.—  Thirty-five  weeks,  eight  hours  per  week.  During  the  senior 
year,  students  may  continue  wood  carving  in  connection  with  decorative  design  ;  or, 
if  a  sufficient  number  desire  it,  they  may  continue  the  course  in  clay  modeling  in 
connection  with  decorative  design  ;  or  they  may  take  an  advanced  course  in  draw- 
ing, including  casts  and  the  human  figure.  Clay  modeling. — The  study  and  practice 
of  this  subject  is  a  good  preparation  for  work  in  wood,  iron,  stone,  marble,  silver  or 
gold.  It  is  indispensable  to  the  first-class  plasterer,  stone  cutter  and  sculptor.  After 
some  practice  in  modeling  simple  ornaments,  leaves,  fruits,  flowers,  etc.,  the  student 


INDUSTRIAL  EDUCATION  COMMISSION.  409 

is  allowed  to  work  on  such  subjects  as  will  probably  be  of  use  in  his  future  profes- 
sion—it may  be  tiles,  pottery,  architectural  terra  cotta,  or  the  human  figure,     Decora- 
tive design.— In  this  course  the  principles  of  flat  and  sculptured  ornamentation  are 
studied  and  applied  in  designing  surface  decorations  of  all  kinds.     Advanced  draw- 
ing.—This  course  may  include  the  balancing  of  the  human  figure  as  a  whole,  the 
expression  of  character  in  the  face,  including  caricature,  drawing  the  figure  from 
casts  and  the  living  model.     Crayon  or  the  brush  may  be  used. 
Human  Physiology. — Nineteen  weeks,  four  hours  per  week. 
Geology.—  Sixteen  weeks,  four  hours  per  week. 
Psychology.—  Nineteen  weeks,  four  hours  per  week. 
Political  Economy.—  Sixteen  weeks,  four  hour  per  week. 

Elective  Work. — Thirty-five  weeks,  four  hours  per  week  in  literature,  or  additional 
art  work,  ten  hours  per  week. 


5.  NEWPORT,  R.I. 

Industrial  School  for  Girls. 

Miss  Katherine  P.  Wormeley  who  has  devoted  herself  with  great 
earnestness  to  the  introduction  of  the  industrial  idea  into  the  public 
schools  of  Newport,  furnishes  the  following  interesting  account  of 
this  school : 

u  At  the  close  of  the  school,  June  30,  1888,  we  had  taught  in  all 
classes  since  July  1st,  1887,  510  girls.  'The  girls  come  to  us,  at  4.15 
P.M.  after  the  session  of  the  public  schools;  usually  the  girls  from 
each  school  house  come  in  a  body.  The  high  school  girls  and  some 
of  the  older  girls  come  to  evening  classes  at  7.30  P.  M. 

"The  present  school  year  began  September  3d,  1888,  with  140  girls 
in  the  cooking  classes,  75  in  the  cutting,  fitting  and  dressmaking 
classes,  136  in  the  sewing  classes,  of  which  72  are  also  in  the  house- 
hold work  classes. 

"  The  cooking  classes  (fifteen  to  each  class)  are  taught  on  the  gen- 
eral system  of  the  Boston  school  kitchen,  with  changes  to  suit  our 
wishes.  t 

"  The  cutting,  fitting  and  dressmaking  classes  (ten  in  each),  are 
taught  by  the  Root '  Magic  Scale  '  system. 

k'The  sewing  classes  (24  and  36  in  a  class)  are  taught  on  a  system  of 
our  own. 

"  The  household  work  classes  (36  in  a  class)  are  taught  on  Saturdays 
only,  by  lessons  prepared  by  us — the  original  idea  coming  from  Miss 
Huntingdon's  system.  This  class  shows  remarkable  results  in  families. 

"  We  have  at  this  moment  no  vacancies  in  any  class.  Girls  are  never 
absent  unless  from  illness  or  some  actual  cause.  The  public  school 
teachers  tell  us  that  the  girls  are  so  anxious  to  get  off  at  4  P.  M.  when 
the  session  closes  that  they  take  good  care  not  to  deserve  to  be  kept 
after  school.  We  have  never  had  any  girl  troublesome  or  really  inat- 
tentive in  the  school.  In  saying  this,  I  must  state  that  our  discipline 
is  quite  as  strict  as  that  of  the  public  schools.  At  the  outset  I  felt  the 
importance  of  this,  and  have  enforced  it.  Of  course  the  teachers  are 


410  REPORT  OP  THE 

friendly  and  land  with  the  children  (in  fact  we  are  all  friends 
together)  but,  for  instance,  no  girl  ever  speaks  without  permission,  or, 
except  in  the  sowing  classes,  without  standing  up.  This  may  seem  a 
small  matter,  but  I  regard  it  as  important  in  a  school  which  has  no 
rights  over  the  children  and  no  power  to  enforce  discipline  or  attend- 
ance. 

"  We  take  no  children  under  ten  years  of  age. 

"  The  fact  that  we  never  have  a  vacancy  for  which  applicants  are  not 
waiting,  and  the  character  of  the  letters  which  I  receive  from  parents, 
when  occasion  calls  them  forth,  are  sufficient  to  prove  the  demand, 
and  the  strong  feeling  of  parents,  for  the  instruction  given  at  this  school. 

"  I  answer  many  letters  of  inquiry  from  all  parts  of  the  country  about 
the  school.  To  several  (in  Illinois,  Iowa,  western  New  York,  Mary- 
land) I  have  sent  details  of  our  methods,  sets  of  cooking  and  house- 
hold work  lessons,  etc." 

Under  date  of  November  4,1888,  she  writes: 

"  I  am  very  anxious  that  the  school  shall  become  part  of  the  public 
school  system — partly  because  it  will  not  be  permanent  in  any  other 
way;  partly  because  I  do  not  think  it  proper  that  a  limited  class  of 
persons  should  continue  to  pay,  year  after  year,  for  an  education  so 
eagerly  sought  by  the  pupils  of  the  public  schools  ;  and  partly  because 
I,  personally,  am  fully  convinced  that  public  education  has  reached  a 
stage  where,  for  its  own  health's  sake,  it  needs  the  element  of  train- 
ing for  actual  life." 

Under  date  of  September  1,  1888,  Miss  Wormeley  made  public  the 
following  additional  statement: 

"The  industrial  school  for  girls  opens  on  Monday  with  one  hundred 
and  ten  pupils  in  the  cooking  school ;  sixty  in  the  cutting  and  fitting 
classes;  one  hundred  and  thirty  in  the  sewing  and  household  work 
school.  There  is  room  for  ten  more  in  the  cooking  school  and  twenty 
irore  in  the  cutting  and  fitting  classes.  The  sewing  classes  are  over 
full.  During  the  last  term  of  the  school  seventy-seven  girls  in  six 
classes  made  4,432  dishes  in  their  own  homes.  This  does  not  include 
the  number  made  by  two  l advanced  classes';  twenty  girls  finished 
well-fitting  and  well-made  dresses. 

uThe  school,  thanks  to  the  liberality  of  its  friends,  is  secure  of  sup- 
port, as  follows : 
Estimated      monthly     expenses     (for      the     ten     school 

months), $250  00 

Annual  subscriptions  made  to  me, $2,475  00 

Donations  made  to  Miss  Hunter,  in  March,  1888,         564:  00 

3,039  00 

Balance  on  hand  June  1,  1888, $1,08292 

Estimated  monthly  expenses  (school  closed  June  23),   .    .          250  00 

E.  and  0.  E.  balance  on  hand  July  1,1888, $832  92 


INDUSTRIAL  EDUCATION  COMMISSION.  411 


6.  NEW  YORK  CITY. 

Public  Schools. 

From  the  reports  and  manual : 

u  In  accordance  with  your  wish  for  a  brief  statement  regarding  the 
results  of  the  manual  training  course  which  was  introduced  here  in 
May  last,  I  send  the  following : 

u  The  cooking  has  been  enthusiastically  received  by  the  pupils,  and 
never  have  I  seen  more  thoroughly  interested  workers  than  there  are 
in  that  branch  ot  the  course.  Many  report  from  week  to  week,  the 
results  of  home  work,  thus  giving  proof  of  the  hold  it  has  upon  them, 
and  parents  are  constantly  signifying  their  graiification'at  its  introduc- 
tion. 

uThe  study  of  the  chemistry  of  cooking,  and  an  intelligent  applica- 
tion of  this  knowledge  cannot  fail  to  work  a  complete  revolution  in 
the  homes  of  thousands  who  now  suffer  from  ignorance  of  the  simplest 
laws  governing  the  proper  preparation  of  food. 

'•  Its  educational  advantage  is  manifested  in  the  gradual  development 
in  self-reliance  and  judgment  in  pupils  who  are  particularly  weak  in 
these  respects,  and  in  a  corresponding  improvement  in  those  who  are 
naturally  stronger. 

"The  children  who  have  instruction  in  sewing  are  also  much  inter- 
ested. 

"  In  the  initial  stages  of  this  subject,  when  the  judgment  must  be 
used,  it  doubtless  has  its  value  as  a  means  to  the  desired  end,  but  the 
future  must  show  whether  it  is  of  sufficient  value  to  have  school  time 
given  to  it  in  so  many  of  the  grammar  school  grades.  It  will  do 
much  towards  fostering  a  spirit  of  economy,  and  therefore,  must  be 
recognized  as  a  useful  branch. 

"  My  limited  experience  in  the  form  and  drawing  course,  already 
shows  me  that  it  cultivates  ingenuity,  increases  the  executive  power, 
makes  close  observers  and  accurate  thinkers  as  well  as  doers. 

UI  think  this  is  the  most  important  part  of  the  manual  training 
course,  for  it  must  be  the  foundation  of  the  perfected  structure. 

"  My  experience  thus  far  in  industrial  education  in  our  schools  leads 
me  to  conclude  that  the  course  of  instruction  in  sewing  and  cooking 
is  beneficial  to  the  pupils  of  our  schools,  inasmuch  as  the  systematic 
and  philosophic  methods  laid  down  for  both  of  these  departments 
must  necessarily  result  in  inculcating  habits  of  attention,  neatness, 
and  judgment,  which  will  benefit  children  not  only  in  these  special 
branches,  but  in  all  others  during  school  life,  and  which  will  prove  of 
inestimable  value  in  after  life." 


412  KEPORT  OF  THE 

COOKING. 

THIRD  GRADE. 

General  Notes.  * 

Materials.— Materials  which  compose  the  tissues  of  the  human  body  :  table  of 
compound  elements  ;  of  chemical  elements  ;  water  the  chief  constituent  ;  how  these 
tissues  are  constantly  in  process  of  wasting  ;  effects  of  muscular  action,  voluntary 
and  involuntary;  thinking,  etc. 

Repair.— The  wasting  of  the  tissues  makes  food  necessary.  How  the  tissues  are 
constantly  renewed,  repaired,  sustained. 

Alimentation.— The  food  must  contain  the  same  elements  as  those  which  are  being 
lost  from  the  body. 

Cooking. — Few  solid  materials,  excepting  certain  fruits,  are  naturally  ready  for 
digestion  and  assimilation.  Cooking  prepares  for  digestion,  especially  of  many 
vegetable  substances.  It  must  also  make  food  palatable. 

Nutriment. — Nutritive  value  of  different  kinds  of  foods  largely  dependent  upon 
cooking.  Elements  supplied  from  vegetable  foods  ;  from  animal  foods  ;  chief  vege- 
tables that  supply  a  certain  element,  such  as  starch,  sugar,  sulphur,  lime,  etc. 

The  four  compound  groups.—  The  mineral  group— water,  salt,  etc.;  the  starch  and 
sugar  group  ;  the  Tats  group  ;  the  albuminoid  group. 

Nutrititive  value  not  dependent  alone  upon  the  quantity  of  one  or  more  elements, 
but  rather  upon  the  combination  of  several  elements. 

Compound  foods  generally  the  most  nutritious. 

Examples:  Milk,  chief  of  natural  foods,  contains  water,  sugar,  butter,  caseine, 
various  salts,  etc.  Bread,  chief  of  cooked  foods,  contains  water,  sugar,  starch,  glu- 
ten, phosphate  of  lime,  etc. 

The  four  chief  chemical  elements  of  food.— Carbon,  hydrogen,  oxygen  and  nitro- 
gen. 

Related  Facts,  Physical  and  Chemical. 

Heat,  practical  sources  of,  for  cooking ;  kinds  of  fuel ;  wood,  anthracite,  bitumi- 
nous coal,  charcoal,  gas. 

What  combustion  is. 

Effects  of  heat  on  water,  boiling  ;  temperature  of  boiling  water  at  sea  level  in  open 
vessel ;  less  at  elevations  ;  why?  temperature  at  "simmering";  popular  mistake  about 
this;  what  becomes  of  the  added  heat ;  practical  uses  of  this  knowledge  ;  how  tem- 
peratures higher  than  212°  may  be  obtained  ;  when  necessary  or  useful ;  effects  of 
tight  or  heavy  lid  of  a  closed  vessel ;  why  a  vessel  no  longer  boils  over  on  removing 
the  cover  ;  effects  of  a  strong  solution  of  salt  upon  the  boiling  point ;  temperature  of 
steam  ;  practical  uses  of  these  facts. 

High  temperatures  of  flames— effects  of  draught  in  increasing  them— moderate 
white  heat,  1,300° — (a  poker  put  into  a  kitchen  stove  will  often  show  more  than  this) 
—melting  point  of  iron,  2,78(3°— blast  furnace,  3,300°— what  the  clinkers  in  a  fire 
chamber  tell. 

Physical  effects  of  heat  on  the  albumen  of  eggs  ;  on  that  of  flesh  ;  on  starch  ;  on 
the  gluten  of  bread  ;  proper  temperature  lor  various  purposes. 

Effects  of  boiling  as  applied  to  fresh  meats— to  meat  for  soups— to  salt  meat- 
effects  and  changes  previously  wrought  by  the  salt,  or,  how  salted  flesh  or  fish 
differs  from  fresh — boiling  as  applied  to  vegetables — when  steaming  is  preferable. 

General  principles  of  baking,  roasting,  boiling,  frying,  etc. 

Chemical  effects  of  overheating— on  bread— what  burned  or  badly  scorched  bread 
has  become— effect  on  other  foods— special  effects  on  fats,  particularly  in  frying  ;  the 
decomposition  produces  a  very  acrid  substance,  acroleine :  injurious  effects  upon 
the  stomach. 

Principle  of  raising  bread,  biscuits,  etc.,— air  or  carbonic  acid  set  free,  and  ex- 
panded by  heat. 

Baking  powders— their  proper  ingredients— cheapness  and  poisonous  effects  of 
those  containing  alum— carbonic  acid  directly  set  free  from  the  chemicals  and  re- 
tained in  small  bubbles  by  the  gluten. 


INDUSTRIAL  EDUCATION  COMMISSION.  413 

Yeast— what  it  is— simple  account  of  the  growth  of  the  yeast  plant;  changes 
wrought  by  it  in  the  sugar  of  the  flour — products — alcohol  and  carbonic  acid — 
alcohol  escapes  in  baking— carbonic  acid  forms  the  vesicles— why  bread  or  cake 
"falls"  in  the  oven  if  the  heat  is  not  properly  maintained. 

Leaven — what  it  is — how  it  acts. 

Effects  of  boiling  water  on  yeast  or  leaven. 

What  causes  the  crust  of  pastry  to  be  light  and  flaky. 

How  eggs  may  make  cake  "lighter." 

food  of  infants — of  convalescents. 

Avoidable  causes  of  dyspepsia. 

The  germ  theory— its  importance— why  milk  and  certain  cooked  foods  sour  and 
ferment;  why  flesh  and  fish  spoil;  why  fruit  decays.  Effects  of  cold  or  ice;  of 
heat;  of  salt,  sugar,  borax,  salicylic  acid,  etc.,  in  preserving  food. 

Apparatus — stoves,  ovens,  etc., — care  of  drafts  and  dampers.  Lined  ovens.  Im- 
portance of  keeping  all  clean,  inside  and  out. 

Utensils—  absolute  cleanliness  indispensable — care  necessary  when  vessels  of  iron* 
tin  or  copper  are  used— effects  of  iron  on  tea  and  coffee— of  acids  and  fats  on  copper 
—verdigris— the  condition  of  water  that  has  been  for  hours  in  a  lead  pipe— dangers 
of  old  plumbing ;  health  and  even  life  often  dependent  on  a  knowledge  of  these 
things. 

Purchasing  food — discrimination  as  to  wholesome  and  unwholesome ;  how  to 
know  fresh  vegetables — fresh  meats ;  fresh  eggs ;  limed  eggs ;  young  poultry ;  to 
distinguish  lamb  from  mutton  ;  fresh  fish ;  when  salted  beef  has  been  properly 
cured. 

The  choice  of  parts— the  butchers'  names  for  parts  of  an  ox— how  to  know  good 
beef— the  choicest  parts  of  a  poor  animal  are  inferior  as  food  to  any  part  of  a  good 
animal. 

Methods  and  practice  in  cooking — involving  simple  practical  applications  of  facts 
and  principles  taught. 

SECOND  GRADE. 

As  in  third  grade. 

SEWING. 

EIGHTH  GRADE. 

/Suggestions. 

Use  blackboard  to  illustrate  stitches  as  in  primary  grades.  See  that  the  girls' 
work  is  rolled  up  by  itself  and  marked  distinctly.  The  teacher  must  now  insist 
that  the  stitches  shall  be  made  small  as  well  as  even. 

As  a  review  of  the  work  of  the  primary  grades,  it  would  be  well  to  have  each 
pupil  make  a  thimble  bag  of  white  muslin,  and  sew  on  it  her  name,  written  upon  a 
strip  of  muslin.  When  the  work  is  put  up,  this  bag  can  be  pinned  to  it  with  thimble 
in  it. 

Review  hems  and  bias  fells :  Follow  these  Avith  the  French  seam.  This  is  a  form 
of  seam  much  used  in  certain  kinds  of  undergarments.  It  is  made  by  first  running 
the  seam  on  the  right  side  of  the  work,  turning  it  over,  and  stitching  it  on  the  wrong 
side.  This  gives  strength  and  is  neater  than  an  overcast  seam. 

Gathering. — Work  must  be  prepared  by  dividing  it  into  halves  and  quarters, 
marking  divisions  by  putting  in  pins.  This  will  be  of  service  in  insuring  evenness 
when  the  work  is  put  on  the  bands. 

Coarse  thread  should  be  used  and  be  broken  off  in  pieces  not  too  long.  Leave 
about  a  quarter  of  an  inch  of  the  raw  edge;  (hen  gather  by  taking  up  two  threads 
and  skipping  four  threads.  Draw  up  the  stitches  and  fasten  the  thread  by  twisting 
it  around  a  pin  ;  then  with  a  coarse  needle  or  a  pin  place  each  gather  straight,  hold- 
ing the  muslin  between  thumb  and  forefinger. 

To  put  gathers  into  a  band  it  is  necessary  first  to  baste  on  the  band  most  carefully. 
Divide  it  to  correspond  with  the  divisions  in  the  gathers,  marked  by  the  pins.  The 
band  should  then  be  hemmed  on  both  sides,  the  stitches  being  made  small  enough 
to  take  in  each  gather. 


414  REPORT  OF  THE 

SEVENTH  GRADE. 

Button-holes.— \J*Q  as  coarse  a  thread  and  as  fine  a  needle  as  possible.  The  child 
should  be  taught  to  cut,  by  a  thread,  a  hole  a  little  larger  than  the  button,  to  take 
two  stitches  at  the  start,  and  hold  the  muslin  along  the  first  finger  lengthwise- 
Then  let  the  hole  be  overcast  closely,  barring  the  ends  about  two  threads  deep. 
Commence  the  button-hole  stitch  at  the  bottom  of  the  left  side.  This  stitch  is  made 
by  passing  the  thread  around  the  needle  after  it  is  in  position  for  drawing  through 
the  cloth.  Stitches  should  be  close  and  even,  one  thread  between  each  stitch  and 
the  following  one.  Four  stitches  should  be  taken  at  the  end  for  strength. 

Sewing  on  Buttons.— Use  double  thread,  concealing  the  knot  under  the  button  ; 
let  two  stitches  be  then  taken  across  both  ways,  making  lines  on  the  wrong  side ; 
then  pass  the  needle  several  times  through  the  button.  To  finish  off,  let  the  thread 
be  wound  around  the  button,  and  fastened  with  two  stitches  on  the  wrong  side. 

Patching.—  Calico  or  striped  muslin  is  useful  lor  this.  Cut  the  whole  even  by  the 
thread ;  the  pieces  to  be  put  in  should  be  larger  than  the  hole.  It  must  then  be 
taken  from  the  inside  and  fastened  on  corner  of  hole,  running  it  in  except  at  the 
corners,  where  back  stitches  should  be  taken.  In  turning  the  corner,  a  little  notch 
must  be  made  with  the  scissors  close  to  the  stitches,  to  prevent  drawing,  and  to  make 
the  corner  pointed.  The  seam  should  then  be  felled  down. 

SIXTH  GRADE. 

Herring-bone  Stitch.— This  stitch  is  used  specially  for  sewing  down  flannel  seams 
and  for  flannel  patching. 

The  stitch  is  commenced  at  the  left,  which  is  the  opposite  end  of  the  work  to  that 
at  which  all  other  sewing  begins.  Fasten  the  thread  at  the  top  of  the  seam,  by  a 
small  stitch  ;  then  bring  it  down  about  a  quarter  of  an  inch,  slanting  it  to  the  right  ; 
make  then  another  small  stitch — cross  the  thread  and  bring  it  back  to  the  top. 

The  stitches  at  the  top  and  bottom  should  be  a  quarter  of  an  inch  apart,  and  so 
placed  that  each  of  those  of  the  lower  row  will  be  directly  under  the  middle  of  the 
open  space  between  two  of  those  of  the  upper  row. 

Darning  Blockings. — For  this  stitch  get  the  children  to  bring  old  coarse  stockings 
from  home  ;  use  darning  cotton  and  needle.  Trim  off  the  edges  of  the  hole,  pass  the 
thread  under  the  end  of  the  hole,  then  with  it  go  back  and  forth  from  top  to  bottom, 
taking  up  woven  stitches  of  the  stocking,  and  running  into  the  stocking  about  a 
quarter  of  an  inch.  Then  from  side  to  side  pass  the  thread,  taking  up  alternately 
one  of  the  end  to  end  threads,  so  weaving  the  threads  at  the  center.  Tears  and  cuts 
should  be  treated  in  much  the  same  way. 

FIFTH  GRADE. 

Work  of  previous  grades  reviewed,  and  followed  by  tucking.  Great  care  should 
be  exercised  in  creasing  the  tucks.  A  piece  of  paper  should  be  cut  with  a* notch  of 
the  same  size  as  the  proposed  width,  the  muslin  be  laid  on  the  desk  or  a  slate,  and 
folded  over  with  the  paper  to  designate  width.  Crease  the  fold  with  the  nail  of  thft 
right-hand  thumb  ;  then  with  fine  running  stitches  sew  the  fold.  Turn  it  over  and 
with  forefinger  scratch  the  sewing  on  wrong  side,  which  will  lay  the  tuck  down 
smoothly. 

Outset*  are  specially  used  in  finishing  off  gentlemen's  shirts.  Take  a  two-inch 
square  piece  of  muslin,  cut  it  into  two  equal  triangles ;  turn  down  rough  edges  of 
one  of  these  triangles,  called  a  gusset,  also  the  edges  of  the  seam  into  which  this 
gusset  is  to  be  placed.  Take  the  middle  corner  of  the  piece  and  fit  it  to  where  the 
sewing  of  the  seam  has  stopped.  Overliaud  it  down  half  an  inch  each  side  with 
small  stitches.  Turn  the  gusset  over  on  the  wrong  side  of  muslin  and  hem  it  down 
neatly. 

FOURTH  GRADE. 

A  system  of  taking  measures  upon  geometrical  ideas  is  here  introduced.  Also, 
with  use  of  blackboard  for  illustrations,  paper  patterns  of  waists  and  undergarments 
are  cut  and  afterwards  fitted  to  figure.  In  this  grade  the  principle  of  drawing  from 
scale  and  measurements  will  find  practical  application. 


INDUSTRIAL  EDUCATION  COMMISSION.  415 


7.  PHILADELPHIA,  PA. 

Public  Schools. 

Superintendent  MacAlister,  under  date  of  March  25,  1886,  makes 
the  following  statement: 

u  Sewing  was  introduced  as  a  regular  branch  of  instruction  into  the 
public  schools  of  Philadelphia  in  the  spring  of  1885. 

"Instruction  is  given  to  the  girls  in  all  the  grades  above  the  primary 
— that  is  beginning  with  the  third  year  of  the  school  system. 

kk  Special  teachers  are  employed.  These  are  assigned  to  districts 
comprising  adjacent  schools,  and  perform  their  duties  in  accordance 
with  programmes  which  are  arranged  by  the  principals  of  the  several 
girls'  schools  and  the  sewing  teachers. 

"The  following  course  of  instruction  must  be  regarded  as  merely 
tentative.  The  work  has  been  carried  on  under  it  for  about  seven 
months,  but  it  will  not  be  authoritatively  adopted  by  the  board  of 
public  education  until  it  has  been  thoroughly  tested  and  modified  as 
experience  may  dictate. 

uln  starting,  it  was  found  necessary  to  begin  the  work  in  all  the 
grades  at  the  lowest  stage  of  the  instruction,  and  while  the  older 
pupils  have  made  much  more  rapid  progress  than  the  younger  ones, 
none  of  the  classes  have  yet  reached  the  highest  stage  of  the  course. 

"Instruction  in  sewing  is  also  given  in  the  girls' Normal  School, 
where  it  was  introduced  five  years  ago,  to  1,000  girls  from  14  to  17 
years  of  age.  At  present,  about  25,(00  girls  are  receiving  instruction 
in  sewing  in  the  public  school  of  the  city."  , 

COURSE  OF  INSTRUCTION  IN  SEWING. 

SECONDARY  SCHOOLS. 
Fifth  Grade — Five  Months. 

Position  of  the  pupils  while  engaged  in  sewing. 

The  proper  use  of  the  thimble  finger,  first  finger  and  thumb  of  the  right  hand. 
Position  of  the  left  hand  for  holding  the  work.  Drill  in  the  same. 

Exercises  in  the  action  of  taking  a  stitch  and  drawing  the  thread  through  the  ma- 
terial. 

Drill  in  the  threading  of  the  needle.  (Needles  and  thread  maybe  given  out  at  the 
beginning  of  the  lesson.) 

Turning,  basting  and  sewing  plain  hems.  Attention  to  be  given  to  accuracy  in 
width  of  hems  and  size  of  stitches  used  in  basting  and  hemming.  Correct  use  of  the 
scissors  (paper  may  be  supplied  for  this  purpos^). 

Over-seaming  on  turned  edges ;  the  raw  edges  may  be  turned  in  and  hemmed 
down. 

If  more  material  is  needed  than  that  furnished  by  the  board  of  education,  towels, 
wash-rags  and  similar  articles  may  be  hemmed. 


416  REPORT  OF  THE 

Sixth  Grade — Five  Months. 

Questions  and  exercises  in  the  use  of  thimble,  scissors,  threading  the  needle,  the 
direction  of  the  needle  as  used  in  basting  and  sewing  a  hem.  Time  for  these  exer- 
cises, five  minutes. 

Over-seaming,  with  explanations  and  exercises  in  joining  a  new  or  broken  thread. 

Seam,  composed  of  one  running  and  one  back-stitch  ;the  raw  edges  to  be  overcast. 

Work  brought  from  home  may  be  table-napkins,  towels,  bags,  desk-covers  and 
pillow  slips. 

Seventh  Grade — Five  Months. 

Questions  on  position,  the  proper  use  of  the  thimble  and  scissors.  Exercise  in 
threading  the  needle.  Questions  on  the  direction  of  the  needle  when  used  in  bast- 
ing, hemming  and  over-seaming.  Time  for  this  exercise,  five  minutes. 

Seam  made  by  half  back-stitching  ;  the  raw  edges  to  be  overcast. 

Reversible  seam. 

Plain  fell,  sewed  with  running  stitches,  strengthened  by  an  occasional  back-stitch 
and  finished  with  hemming. 

Back-stitched  seam  over  cast  on  the  raw  edges. 

Patching  commenced. 

Work  brought  from  home  may  be  towels,  table-napkins,  pillow-slips,  ruffles  to 
hem,  bags  and  worn  articles  that  may  need  patching. 

Eighth  Grade — Five  Months. 

Questions  on  the  work  of  lower  grades.    Time  for  this  exercise,  five  minutes. 

Plain  fell  repeated.    Gathering,  placing,  or  stroking  the  same. 

Sewing  the  gathers  into  a  band,  using  half-back  stitching ;  the  band  finished  with 
hemming. 

Darning  commenced. 

Work  brought  from  home  may  be  gingham  or  calico,  kitchen  aprons,  ruffles  to 
hem  and  gather,  darning  and  mending. 

GRAMMAR  SCHOOLS. 
Ninth  Grade— Five  Months. 

Narrow  hems  ;  hems  of  medium  and  broad  widths. 

Tucks.   Threads  should  not  be  drawn  from  the  material  to  secure  straight  tucking. 
Plain  fells  less  than  one-eighth  of  an  inch  in  width.    French  fells. 
Fine  gathering,  hemmed  to  a  band. 
Button-holes  commenced. 
Shirt  or  other  four-holed  buttons  sewed  on. 
Stocking  mending  and  patching. 

Shoe-bags,  sleeves,  aprons,  muslin  skirts  and  plain  undergarments  may  be  brought 
from  home  to  be  made  and  kept  in  school  until  finished. 

Tenth  Grade— Five  Months. 

Bias  seams  of  all  kinds. 

Gathering,  as  done  on  dress  skirts,  to  be  over-seamed  to  a  band. 

The  two  stitches  used  on  flannel  undergarments,  viz :  herring-bone  stitch  and 
feather  stitch. 

Button  holes. 

Children's  plain  underwear,  boys'  shirt-waists,  collars  and  cuffs,  dusting  caps  and 
plain  flannel  shirts  may  be  supplied  from  home. 

Mending  of  all  kinds  must  be  encouraged  by  the  teacher. 

Eleventh  and  Twelfth  Grades  and  Senior  Class. 
Questions  and  review  on  all  work  done  in  previous  grades. 
Cutting,  fitting  and  making  of  plain  garments. 

The  work  supplied  from  home  may  be  shirts,  undergarments  of  all  kinds,  and 
materials  for  above. 


INDUSTRIAL  EDUCATION  COMMISSION.  417 

Miss  Charlotte  Pendleton,  on  behalf  of  the  Public  Education  Asso- 
ciation of  Philadelphia,  strongly  urges  an  addition  to  the  high  school 
for  girls,  "  with  such  features  of  manual  training  and  related  studies 
as  will  make  it  hold  a  similar  relation  to  the  education  of  girls  as  that 
held  by  the  manual  trailing  school  to  the  education  of  boys.'*"  Her 
argument,  in  brief,  is  as  follows : 

The  establishment  of  the  boys'  manual  training  school  involved 
simply  the  introduction  of  methods  which  had  already  been  thoroughly 
tested,  and  we  are  fully  sensible  of  the  difficulties  to  be  encountered 
in  formulating  household  science,  and  in  evolving  the  principles  under- 
lying household  economy.  The  establishment  of  such  a  school  would 
involve  all  the  difficulties  and  all  the  merits  of  original  work.  If  suc- 
cessful, it  would  be,  at  least,  as  valuable  in  the  social  economy  as 
manual  training  for  boys;  would  lead  to  as  many  lucrative  employ- 
ments, and  would  be  only  less  creditable  to  the  orgmators  because 
the  method  is  not  original  with  them;  for  the  great  Russian,  who  ex- 
tracted the  principles  underlying  the  use  of  tools,  pointed  out  the 
manner  in  which  the  underlying  principles  of  any  group  of  occupa- 
tions may  be  extracted  and  applied. 

The  purpose  is  to  secure  for  women  the  advantages  of  the  new 
education  from  which,  as  yet,  they  have  been  excluded. 

In  our  opinion,  the  underlying  principles  of  applied  household 
science  are  better  adapted  to  such  a  girls'  high  school  than  the  under- 
lying principles  of  ihe  use  of  tools.  They  bear  natural  relation  to 
women's  usual  occupations,  developing  mental  activity  and  manual 
dexterity  in  those  subjects  which  will  enter,  in  one  form  or  another, 
into  the  life  of  every  woman.  They  will  intelligently  and  scientific- 
ally approach  problems  which  they  have  heretofore  approached  in 
ignorance,  and  solved,  if  at  all,  by  empirical  methods.  They  would 
lead  to  openings  in  avocations  and  trades  without  the  economic  ob- 
jection of  covering  exactly  the  same  ground  of  approach  to  exactly 
the  same  trades  as  those  toward  which  the  manual  training  for  boys 
is  heading.  We  cannot  overestimate  the  influence  upon  the  home, 
upon  the  factory,  and  upon  the  school,  of  sending  out  into  the  com- 
munity a  body  of  women  thoroughly  trained  in  the  principles  of 
applied  household  science. 

Such  a  department  does  not  present  any  serious  difficulty.  Every 
school  has  classes  in  science  which  could  be  readily  directed  to  bear 
upon  the  economy  of  the  house,  and  which,  by  changing  the  text 
book  to  experimental  methods,  would  be  in  accordance  with  the  best 
tendency  of  the  day  in  education,  in  classes  of  applied  science  and 
physics,  covering  economic  botany  and  physiology,  hygiene,  sanita- 
tion and  marketing. 

The  department  of  manual  training  should  include  sewing,  cooking, 
carpentering,  molding,  architectural    and   costume   designing,  illus- 
27  ED.  COM. 


418  EBPORT  OF  THE 

trative  particularly  of  the  evolution  of  the  house,  weaving,  dyeing, 
etc. 

In  the  high  school  department  proper,  book  keeping,  constitutional 
history,  and  history  and  literature,  if  given  in  the  new  methode,  which 
treat  of  customs,  social  life,  etc.,  would  bear  as  directly  as  household 
science  upon  the  manual  department.  Instruction  in  at  least  one 
study  of  each  or  these  departments  should  be  given  each  day,  so  that, 
as  in  the  boys'  manual  training,  every  step  is  only  a  development  of 
that  which  has  gone  before.  The  home  is  no  more  qualified  to  give 
broad  mental  and  manual  education  in  the  principles  underlying 
household  economy,  than  the  shop  is  qualified  to  give  instruction  in 
the  principles  underlying  the  trades. 

The  several  branches  of  manual  training  for  girls,  which  the  board 
have  introduced  in  this  city,  have  led  up  to  this  possible  solution  of 
the  difficult  problem  of  what  shall  be  taught  to  girls  to  set  women 
thinking  and  working  intelligently  and  profitably  upon  the  great 
problems  of  household  economy,  which  are  as  vital  to  the  civic  wel- 
fare as  are  the  problems  for  whose  solution  we  are  seeking  to  fit  men 
in  the  manual  training  schools. 

We  trust  that  it  will  be  given  to  Philadelphia  to  institute  this  great 
work  for  her  own  benefit  and  honor,  and  for  the  advantages  of  women 
wherever  the  system  of  public  education  extends.  The  following  is 
an  outline  of  the 

PROPOSED  SCHEME  OF  STUDIES. 

1.  Literary  Department. — Ordinary  English  branches — book-keep- 
ing, history   (especially  the  evolution  of  the  house)  illustrative  of 
social  customs;  one  language  besides  English,  household  economy, 
composition  upon  subjects  relating  to  economics. 

2.  Scientific  Department. — Household  chemistry,  physics,  especially 
as  bearing  upon  hygiene  and  sanitation,  namely  economic  botany,  that 
is  the  vegetable  kingdom  as  the  source  of  food  supply,  and  wood  where 
it  enters  into  the  structure  of  the  house.     Physiology  as  the  source  of 
food  supply,  biology  and  geology  and  mathematics  in  those  branches 
which  bear  upon  economics;  experiments  in  fermentation  and  action 
of  alkalies,  acids,  etc.,  upon  tins,  etc. 

3.  Manual  Training  Department. — Drawing,  free-hand,  mechanical 
and  architectural,  designing,  modeling  and  clay-baking,  weaving,  col- 
oring paper,  wood  and  textile  fabrics,  dyeing,  staining,  use  of  bench 
tools.     For  instance,  in  the  applied  household  science,  moths,  what  is 
their  nature  ?   What  do  they  feed  on?    Where  do  they  lay  their  eggs? 
In  what  is  it  present?    Examine  hair  under  microscope  that  has  not 
been  properly  cured.     Cure  the  hair. 

Fermentations  show  the  growth  of  the  plant  in  grapes,  vinegar, 
beans,  canned  fruits  and  vegetables,  yeast,  etc.,  experiment  in  fer- 


INDUSTRIAL  EDUCATION  COMMISSION.  419 

mentation  in  these  various  growths.  Extracts  and  various  methods  of 
flavoring,  analyze  dyes  and  their  effects  when  poisonous.  Examine 
to  this  effect  the  threads  in  hose,  etc.,  also  to  detect  defective  threads, 
flaws,  etc.,  and  to  become  familiar  with  the  form  of  the  thread.  Color, 
form,  texture ;  color,  form,  texture  ;  through  every  year,  every  session  ? 
every  day,  the  eye,  the  hand,  the  brain,  should  be  trained  in  precision 
and  delicacy  in  dealing  with  these  phenomena  of  matter.  By  design, 
free-hand  and  mechanical,  to  be  carried  out  in  wood  and  based  upon 
mineral  or  vegetable  forms  revealed  by  the  microscope,  and  carried 
out  in  form  and  color,  in  woven  textile  fabrics.  Texture  and  form  by 
spinning,  weaving,  including  modeling  and  costuming.  Color  by 
staining  and  dyeing,  each  in  its  various  stages.  Will  there  ever  be 
good  supply  until  there  is  educated  demand  ? 


8.  PITTSBURGH,  PA. 

Pittsburgh  Cooking-  School,  or  "School  Kitchen." 

Mr.  Charles  Reisfar,  Jr.,  secretary  of  the  central  board  of  education, 
Pittsburgh,  kindly  furnishes  the  following  statement: 

November  15,  1888. 

"The  Pittsburgh  school  kitchen  was  opened  February  27,1888. 
Since  this  time  two  hundred  and  twenty-five  (225)  pupils  have  taken 
the  prescribed  course  of  study. 

"  A  copy  of  the  enclosed  blank  was  sent  to  the  parents  of  the  pupils 
attending  school  in  order  to  ascertain  their  opinion  as  to  the  merits  of 
the  school  kitchen. 

u  We  have  received  about  two  hundred  answers,  all  favorable  to  the 
school." 

The  following  is  a  copy  of  the  blank  sent  out : 

OFFICE  OF  CITY  SUPERINTENDENT, 

June  15*  1888. 

In  order  to  ascertain  the  opinion  of  parents  on  the  merits  of  the 
school  kitchen  as  an  educational  agency,  we  would  respectfully  re- 
quest you  to  fill  the  following  blanks,  and  also  to  make  any  other  ob- 
servations that  you  may  deem  of  value. 

GEO.  J.  LUCKEY. 

1.  Has  the  instruction  received  at  the  kitchen  school  been  of  value 
to  your  girl  ? 

2.  Has  her  attendance  at  the  kitchen  increased  her  interest  in,  and 
love  for,  home  work  ? 

3.  Has  her  attendance  at  the  school  kitchen  in  any  way  interfered 
with  her  progress  in  other  studies  ? 

The  commission  was  permitted  !o  examine  the  original  answers  to 


420  KEPORT  OF  THE 

this  circular.  The  answer  to  the  first  two  questions  were  in  every 
case  affirmative,  and  to  the  second,  negative,  the  negative  being 
slightly  qualified  in  two  or  three  instances,  as  "  not  materially,"  u  I 
think  not,"  or  a  similar  guarded  expression. 

The  value  of  the  answer  is  greatly  increased  by  this  indication  of 
deliberate  carefulness  on  the  part  of  the  writers,  and  some  of  the  ac- 
companying u  remarks"  are  so  interesting,  as  testimony  directly  out 
of  the  home  and  exhibiting  the  observed  influence  there  of  the  school 
room  work,  that  extracts  are  here  given  : 

"The  school  kitchen  is  but  one  step  in  the  order  of  making  our  education  more 
practical." 

"  The  school  kitchen  is  a  move  in  the  right  direction,  and  is  calculated  to  be  of 
great  benefit  to  all  classes,  and  especially  to  the  middle  class;  no  lady's  education 
is  complete  unless  she  has  a  thorough  knowledge  of  household  duties,  the  principal 
feature  of  which  is  to  be  able  to  cook  properly  and  economically.  We  hope  the 
school  kitchen  will  be  continued." 

"  I  consider  a  course  of  lessons  at  the  school  kitchen  to  be  desirable  for  any  girl, 
and  candidly  admit  that  I  have  gained  some  ideas  myself  Jrom  my  little  daughter's 
instruction." 

"I  was  greatly  surprised  and  also  very  much  pleased  to  see  how  well  my  girl 
learned  to  cook  so  many  useful  things ;  as  I  would  not  have  taken  the  time  (nor  pa- 
tience) to  teach  one  so  young,  and  I  think  the  cooking  school  is  a  great  success." 

"  My  little  girl  took  little  or  no  interest  in  kitchen  work  before  her  instructions  in 
school  kitchen,  out  since  her  first  lesson  she  has  been  trying  to  cook,  bake,  etc.,  with 
more  or  less  success,  and  is  only  too  sorry  that  one  more  lesson  is  all  that  under  the 
present  arrangement  she  shall  receive.  I  think  that  the  educators  of  our  com- 
munity would  confer  a  great  favor  on  our  rising  generation  if  they  would  increase 
and  foster  school  kitchen  instruction." 

"  I  am  happy  to  congratulate  you  on  the  success  of  the  school  kitchen.  I  am  very 
much  pleased  with  the  progress  of  the  pupils  made  in  general,  and  particular  with 
my  little  daughter.  In  addition  I  favor  the  industrial  school  for  girls  to  learn 
sewing  and  fine  needle  work  (if  not  needed  in  future  as  a  source  to  make  a  living) » 
they  would  learn  how  work  of  that  kind  should  be  done,  and  if  done  correctly." 

"Two  or  three  hours  a  week  would  not  materially  interfere  with  other  studies,  it 
would  rather  be  a  source  of  recreation  for  the  children  in  my  opinion." 

"My  girl  is  a  boy.  I  think  if  the  cooking  school  makes  the  girls  as  anxious  to 
prove  that  they  can  cook,  as  it  has  my  boy,  and  if  they  do  as  well  as  he  does,  I  think 
it  is  a  decided  success,  he  has  practiced  at  home  on  quite  a  number  of  his  lessons. 

"  Don't  think  it  has  interfered  with  his  regular  lessons." 

"We  are  ready  to  vote  the  school  kitchen  a  success.  From  observation  (in  the 
case  of  my  daughter),  I  find,  that  cooking  taught  at  home  comes  to  the  child  in  the 
nature  of  a  task  more  or  less  disagreeable,  and  precludes  to  a  great  extent  the  suc- 
cess desired.  At  the  school  kitchen  it  presents  itself  in  the  more  agreeable  form  of 
pleasant  experiment,  exciting  enthusiasm,  which  in  itself  is  a  guarantee  of  success.'' 

"  My  daughter  has  cooked— at  home—almost  all  the  dishes  in  her  course  of  study^ 
with  much  success  ;  they  being  palatable  and  nice  in  appearance.  None  of  her  cook- 
ing has  gone  to  the  waste  barrel." 

"I  am  satisfied  from  personal  observations  (in  the  case  of  my  girl),  that  she  has 
taken  greater  interest  in  the  cooking  department  at  home  than  ever  before,  and  it 
seems  to  be  a  pleasure  to  her  to  go  about  her  duties  (probably  owing  to  the  splendid 
system  she  has  been  taught),  what  would  otherwise  have  had  the  effect  of  proving 
burdensome." 

"I  cheerfully  endorse  the  system  of  home  work  as  taught  in  the  school  kitchen.' 


INDUSTRIAL  EDUCATION  COMMISSION.  421 

"I  think  the  school  kitchen  as  an  educational  agency  is  or  may  be  productive  of 
great  good." 

"  No  dyspeptic  can  be  a  Christian." 

"  Dyspepsia  is  caused,  in  a  great  measure,  by  poor  cooking.  The  school  kitchen 
should  improve  the  cooking,  annihilate  dyspepsia  and  increase  Christianity." 


9.    TOLEDO,  OHIO. 

Manual  Training  School — Economy  Department. 
The  course  of  study  and  training  for  girls  is  as  follows : 

FIRST  YEAR. 

Senior    Grammar  /School — (1)  Mathematics. — Arithmetic. 

(2)  Science.— Physical  Geography. 

(3)  Language. — Grammar,   Spelling,  Writing,  English 

Composition. 
Manual  Training  School — (4)  Drawing. — Free-hand  and  Mechanical,  Lettering. 

(5)  Domestic  Economy. — Light  Carpentry,  Wood  Carv- 
ing, Care  and  use  of  tools. 

SECOND  YEAR. 

Junior  High /School — (1)  Mathematics. — Algebra,  Arithmetic. 

(2)  Science. — Physiology  and  Botany. 

(3)  Language. — Grammar,  Rhetoric,  Writing. 

Manual  Training  /School—  (4)  Drawing.— Free-hand  and  Mechanical.     Designs  for 

Wood  Carving. 

(5)  Domestic  Economy. — Clay  Modeling,  Wood  Turning, 
Introduction  to  course  in 
Cooking  or  Garment  Cutting 
and  Making. 

THIRD  YEAR. 

Middle  High  School — (1)  Mathematics. — Geometry,  Arithmetic  Reviewed. 

(2)  /Science. — Physics. 

(3)  Language. — English,  Composition,  History. 

Manual  Training  School — (4)  Drawing. — Free-hand  and  Architectural,  Designing 

from  Plant  and  Leaf  Forms. 

(5)  Domestic  Economy.— Instruction  in  Preparing  and 
Cooking  Food,  Purchasing 
Household  Supplies,  Care  of 
the  Sick,  etc. 

FOURTH  YEAR. 

Senior  High  School— (I)  Mathematics.— Plane  Trigonometry,  Mechanics. 

(2)  /Science.— Chemistry,    Book-keeping,    Ethics,   Rights  and 

Duties,  Laws  of  Right  Conduct. 

(3)  Language. — Political   Economy,  English  Literature  and 

Composition. 
Manual  Training  School—  (4)  Drawing.— Machine  and  Architectural  Details,  Dec- 

oiative  Designing. 

(5)  Domestic  Economy. — Cutting, Making  and  Fitting  of 
Garments,  Household  Deco- 
rations, Typewriting,  etc. 


422  REPORT  OF  THE 

u  The  above  course  in  domestic  economy  is  arranged  with  special 
reference  to  giving  young  women  such  a  liberal  and  practical  educa- 
tion as  will  inspire  them  with  a  belief  in  the  dignity  and  nobleness  of 
an  earnest  womanhood,  and  incite  them  to  a  faithful  performance  of 
the  every-day  duties  of  life;  it  is  based  upon  the  assumption  that  a 
pleasant  home  is  an  essential  element  of  broad  culture,  and  one  of  the 
surest  safeguards  of  morality  and  virtue. 

u  The  design  of  this  course  is  to  furnish  thorough  instructions  in  ap- 
plied housekeeping,  and  the  sciences  relating  thereto,  and  students 
will  receive  practical  drill  in  all  branches  of  housework ;  in  the  pur- 
chase and  care  of  family  supplies,  and  in  general  household  manage- 
ment ;  but  will  not  be  expected  to  perform  more  labor  than  is  actually 
necessary  for  the  desired  instruction.'7 

In  cookery  practical  instructions  will  be  given  in  the  means  employed  in  boiling, 
broiling,  baking,  frying  and  mixing,  as  follows  ; 

Boiling.—  Practical  illustrations  of  boiling  and  steaming,  and  treatment  of  vege- 
tables, meats,  fish  and  cereals,  soup-making  etc. 

Broiling. — Lessons  and  practice  in  meat,  chicken,  fish,  oysters,  etc. 

Breadmaking.—  Chemical  and  mechanical  action  of  materials  used.  Manipulations 
in  breadmaking  in  its  various  departments.  Yeasts  and  their  substitutes. 

Baking. — Heat  in  its  action  on  different  materials  in  the  process  of  baking.  Prac- 
tical experiments  in  baking  bread,  pastry,  puddings,  cake,  meats,  fish,  etc. 

Frying.—  Chemical  and  mechanical  principles  involved  and  illustrated  in  the  fry- 
ing oi  vegetables,  meats,  fish,  oysters,  etc. 

Mixing.-^ The  art  of  making  combinations,  as  in  soups,  salads,  puddings,  pies, 
cakes,  sauces,  dressings,  flavorings,  condiments,  etc. 

Marketing  and  Economy,  etc. — The  selection  and  purchase  of  household  supplies. 
General  instructions  in  systemizing  and  economizing  household  work  and  expenses. 
The  anatomy  of  animals  used  as  food,  and  how  to  choose  and  use  the  several  parts. 
Lessons  on  the  qualities  of  water  and  steam  ;  the  construction  of  stoves  and  ranges  ; 
the  properties  of  different  fuels. 

The  textile  fabric  wor  k  will  cover  instructions  in  garment  cutting  and  making; 
the  economical  and  tasteful  use  of  materials,  millinery,  etc. 

The  second  annual  report  of  the  school  for  1886  says: 
c>The  department  of  domestic   economy  has  been  received  with 
great  favor  and  support  and  promises  to  meet  the  full  expectations  of 
those  who  most  warmly  encouraged  its  establishment.     The  instruc- 
tion in  cookery  has  proved  of  great  practical  value." 


INDUSTRIAL  EDUCATION  COMMISSION.  423 


APPENDIX  II. 


TECHNICAL  EDUCATION  IN  SOME  FOREIGN  COUNTRIES. 

1.  FRANCE. 

The  system  of  public  education  in  France,  like  every  other  branch 
of  the  public  service,  is  highly  centralized,  and  is  so  closely  inter- 
woven with  the  administrative  organization  of  the  Republic  that  the 
former  can  scarcely  be  understood  unless  the  latter  is  also  kept  in 
mind. 

For  purposes  of  administration,  France  is  divided  into  87  depart- 
ments; these  departments  are  subdivided  into  362  "  arrondissements," 
2.865  "cantons,"  and  about  36,000  ^communes." 

Each  department  is  administered  by  a  prefect  appointed  by  the 
President  of  the  republic,  and  each  arrondissement  by  a  sub  prefect; 
the  prefects  being  divided  into  three  classes,  according  to  the  import- 
ance of  the  department. 

The  authority  of  the  prefect  is  great  in  his  own  department;  he 
can  issue  local  decrees;  he  appoints  and  dismisses  a  number  of  agents 
who  depend  directly  on  him ;  he  is  at  the  head  of  the  police  to  main- 
tain public  order,  and  for  this  purpose  can  summon  the  military 
forces;  he  superintends  the  collection  of  taxes;  he  is  in  correspondence 
with  all  the  subordinate  functionaries  in  his  department,  to  whom  he 
transmits  the  orders  and  instructions  of  the  ministers;  in  one  word, 
he  is  the  ger.eral  agent  of  Government,  and  the  principal  instrument 
of  centralization  in  the  State.  He  is  assisted  in  his  work  by  two 
bodies,  the  general  council  (conseil  general) ,  which  is  elected  by 
universal  suffrage,  and  the  council  of  prefecture,  which  is  nominated 
by  the  head  of  the  executive  power.  The  business  of  the  council  of 
prefecture  is  to  decide  all  legal  questions  and  to  advise  the  prefect, 
when  asked  to  do  so.  The  general  councils  assess  the  taxes,  authorize 
the  purchase,  sale,  or  exchange  of  departmental  property,  superin- 
tend the  management  of  the  same,  decide  about  new  roads,  railways, 
or  canals,  vote  the  budget  for  sanitary  and  charitable  institutions 
belonging  to  the  department,  and  give  advice  on  every  matter  of 
local  interest,  political  questions  being  strictly  excluded. 

4s  the  prefect  in  the  department,  so  the  sub-prefect,  with  a  more 
limited  authority,  is  the  representative  of  the  central  power  in  the 
arrondissement.  He  is  assisted,  and  to  a  certain  extent  controlled,  in 
his  work  by  the  council  of  arrondissement — an  elective  body  to  which 
each  canton  of  the  arrondissement  sends  one  member.  Except  in 
that  case,  the  canton  is  not  an  administrative  division. 


424  REPORT  OF  THE 

The  commune  is  the  administrative  unit  in  France.  At  its  head  is 
a  mayor  assisted  by  deputy  mayors  (ad joints),  the  number  of  whom 
varies  according  to  the  poulation;  communes  of  2,500  inhabitants 
have  one  deputy -may  or;  up  to  10,000  inhabitants  they  have  two,  from 
10,000  to  30.000  three,  and  one  additional  for  every  20,000.  The 
mayor  has  a  double  part  to  perform,  as  he  represents  both  the  central 
power  and  the  commune;  and  often  it  is  a  difficult  matter  to  avoid  a 
conflict  of  duties.  He  is  besides  officier  de  Vetat  civiL  or  official  regis- 
trar of  births,  marriages,  and  deaths.  The  mayor  and  the  deputy- 
mayor  are  not  salaried  officials.  In  the  large  towns  they  are  nomi- 
nated by  Government,  but  they  must  always  be  chosen  out  of  the 
municipal  council,  which  is  elected  on  the  principle  of  universal 
suffrage,  and  has  with  regard  to  the  commune  much  the  same  power 
and  duties  as  the  general  council  wiih  regard  to  the  department. 

Educational  Organization. 

Upon  this  system  the  above  statement  of  which  is  borrowed  almost 
literally  from  the  Encyclopaedia  Brittanica,  is  based  the  organization 
of  the  Service  for  Public  Education.* 

From  the  University  point  of  view,  the  territory  of  France  is  di- 
vided into  seventeen  academies.  Each  academic  h;is  a  rector  at  its 
head,  who,  under  the  authority  of  the  Minister  of  Public  Instruction, 
is  charged  with  the  material  administration  of  higher  and  secondary 
education,  and  with  the  methods  of  primary  instruction  in  his  dis- 
trict. The  administration  of  this  last  belongs  to  the  prefect  of  each 
department,  assisted  by  an  academy  inspector.  In  each  of  these  three 
successive  stages — department,  academy  and  central  administration — 
is  placed  a  council,  possessing  administrative  and  disciplinary  powers. 

The  Departmental  Council  of  Pablic  Instruction,  which  comprises 
six  officials,  four  councillors-general  (elected  by  their  colleagues),  two 
schoolmasters,  and  two  schoolmistresses  for  public  primary  education 
(elected  by  their  colleagues),  and,  in  certain  cases,  masters  of  private 
schools  elected  in  like  manner,  forms  a  disciplinary  council  for  pri- 
mary education,  either  public  or  free  (i.e.,  State  or  private).  This 
council  sees  to  the  application  of  the  programmes,  lays  down  rules, 
and  appoints  one  or  more  delegates  in  each  canton  to  superintend 
primary  schools. 

The  Academic  Council,  which  comprises  officials,  members  elected 
by  the  professors  of  secondary  and  higher  education,  and  members 
appointed  by  the  Minister,  performs  similar  functions  with  regard  to 
secondary  and  higher  education.  , 

The  Higher  Council  of  Public  Instruction  sits  ac  Paris.  It  com- 
prises forty-four  elected  representatives  of  the  three  educational  or- 
ders, nine  university  officials,  and  four  u  iree  "  schoolmasters  appointed 

*This  account  is  taken  from  the  recent  and  valuable  work  of  MM.  Lebon  and 
Pelet.  "  France  as  it  is." 


INDUSTRIAL  EDUCATION  COMMISSION.      •  425 

by  the  Minister,  and  is  the  disciplinary  court  of  appeal  for  the  two 
preceding  councils.  The  Minister  is,  moreover,  obliged  to  consult  it 
in  all  questions  of  programmes,  methods,  rules,  etc.,  without,  however, 
being  bound  to  follow  its  opinion. 

Such  is  the  frame  work,  administrative  as  well  as  judicial,  in  which 
education,  whether  public  or  free,  lives  and  moves.  And  now  Itt  us 
see  what  this  education  is,  beginning  with  the  public  schools. 

The  Different  Degrees  of  Education. 

Since  1882  Primary  Education  has  been  compulsory  for  all  chil- 
dren of  both  sexes,  from  the  age  of  six  to  the  end  of  the  thirteenth 
year,  unless  before  reaching  the  latter  age  they  have  been  able  to  pass 
an  examination,  and  to  gain  the  certificate  of  primary  studies.  To 
satisfy  the  law,  the  child's  name  must  be  entered  at  a  public  or  pri- 
vate school ;  he  may,  however,  continue  to  receive  instruction  at 
home,  but  in  this  case,  after  he  has  reached  the  age  of  eight,  he  must 
be  examined  every  year  before  a  State  board,  and  if  the  examination 
is  judged  insufficient  the  parents  may  be  compelled  to  send  him  to  a 
public  or  private  school.  Ai  the  age  of  thirteen  the  child  is  set  free 
from  further  teaching,  whatever  may  be  the  results  of  the  education 
he  has  received.  The  law's  sanction  lies  in  the  right  which  a  munici- 
pal school  committee  possesses  of  ordering  the  names  of  parents  in 
default  to  be  posted  on  the  door  of  the  town-hall.  If  the  offense  is  re- 
peated the  parents  are  liable  to  a  fine  of  from  one  to  fifteen  francs, 
and  to  a  term  of  imprisonment  varying  from  one  to  five  days,  both 
which  punishments  have  to  be  ordered  by  the  Juge  de  Paix. 

In  public  schools  the  course  of  instruction  does  not  include,  as  we 
have  said,  religious  teaching;  but  one  day  in  the  week  the  school 
must  take  a  holliday,  to  allow  parents  to  provide  such  teaching  for 
their  children  if  they  wish  to  do  so.  The  school  building  cannot  be 
used  for  that  purpose.  In  private  schools  religious  instruction  may 
be  given,  but  this  is  optional. 

The  programme  of  primary  education  includes :  Moral  and  civic  in- 
struction, reading,  writing,  French,  geography  and  history  (particu- 
larly those  of  France),  general  notions  of  law  and  science,  the  ele- 
ments of  drawing,  modeling  and  music,  and  gymnastics. 

No  person  of  either  sex  can  become  a  teacher,  either  public  or  pri- 
vate, unless  he  possesses  the  "  certificate  of  capacity  for  primary  in- 
struction" given  by  a  State  board.  For  the  future,  putting  aside  cer- 
tain temporary  arrangements,  no  member  of  a  religious  community 
will  be  eligible  for  the  post  of  master  in  a  public  school.  Private 
schools  may  be  opened  anywhere  as  long  as  a  suitable  building  is  cho- 
sen, and  the  State  supervises  them  from  the  point  of  view  of  public 
morality  alone. 

The  public  schoolmaster  is  a  State  official,  appointed  by  the  pre, 


426  KEPORT  OF  THE 

feet,  and  is  entitled  to  a  retiring  pension.  In  principle,  it  is  true- 
public  primary  education  has  to  be  provided  by  the  communes ;  it  is, 
however,  showing  a  marked  tendency  to  lose  this  original  character- 
istic and  to  become  a  charge  upon  the  State.  The  State,  in  fact,  be- 
gan by  laying  certain  obligations  on  the  communes ;  afterwards,  when 
education  was  made  compulsory,  it  was  made  gratuitous  to  all  chil- 
dren without  exception ;  this  caused  a  considerable  loss  to  the  com- 
munes, and  the  State  came  to  their  help  with  regular  grants.  This 
help  was  repeated  when  the  communes  were  obliged  to  burden  them- 
selves with  the  cost  of  new  school  buildings,  necessitated  by  the  in- 
crease of  the  school-going  population.  Finally,  from  the  point  of 
view  of  the  school  courses,  primary  education,  like  the  other  grades 
of  education,  is  centralized  by  the  State. 

As  a  general  rule,  every  commune  is  compelled  to  maintain  a  public 
school,  and  if  it  has  more  than  five  hundred  inhabitants,  a  second 
school  for  girls  only.  It  may  also  have,  if  it  pleases,  schools  for  little 
children  (eaoles  maternelles)  or  infant  schools,  for  children  under  six  ; 
supplementary  evening  classes  for  children  over  thirteen;  higher 
grade  primary  schools  where  more  advanced  instruction  can  be  had, 
etc.;  but  its  strict  obligations  are  limited  to  the  primary  school,  prop- 
erly so-called.  The  department  must  provide  a  normal  school  for 
masters  and  a  similar  institution  for  mistresses,  where  they  can  be 
trained.  The  State,  finally,  has  two  training  schools  for  the  higher 
grade  primary  teaching  at  Fontenay  and  St.  Cloud,  near  Paris,  where 
masters  are  prepared  for  the  departmental  training  schools.  The  re- 
sult of  all  this  is,  that  the  sum  total  of  the  State's  expenses  for  primary 
education  in  1887  is  as  high  as  eighty-five  million  frances  ($17,000,- 
000)  and  that  without  mentioning  grants  for  school  buildings,  whereas 
in  1887  the  sum  total  was  onlv  twelve  million  ($2,400,000.) 

This  considerable  effort,  which  may  even  appear  excessive  when 
we  consider  the  short  space  of  time  in  which  it  has  been  accom- 
plished, has  not  been  fruitless.  The  following  figures  will  give  some 
idea  of  what  has  been  done.  From  1 877  to  1886,  the  number  of  public 
schools  rose  from  61,000  to  66,500;  that  of  the  pupils  from  4,200,000 
to  4,500,000*,  with  96,600  masters  an  I  mistresses! ;  that  of  training 
schools  for  male  teachers  from  79  to  89,  of  training  schools  for  female 
teachers  from  18  to  77,  with  5,400  pupils  (3,500  of  them  women),  and 
1,200  masters.  As  to  the  results  a  single  fact  will  suffice.  In  these 
ten  years,  before  the  generations  newly  called  to  military  service  have 
been  able  to  profit  fully  by  the  new  state  of  things,  the  proportion  of 
illiterate  recruits  (which  is  annually  made  out  directly  after  the  lots 
are  drawn)  has  already  fallen  from  15  to  11  per  cent. 

*There  are  moreover  560  higher  grade  primary  schools  with  30,000  pupils. 

fin  this  total  the  number  of  members  of  religious  communities  has  fallen  from 
37,000  to  16,400,  of  whom  14,000  are  women  ;  the  remaining  members  of  communi- 
ties are  all  provided  with  the  necessary  certificates  of  capacity,  "  lettres  d'obedience  " 
being  no  longer  recognized. 


INDUSTRIAL  EDUCATION  COMMISSION.  427 

As  to  private  primary  education,  the  latest  official  figures  are  for 
the'scholastic  year  1885-1886.  At  that  time  it  had  13,255  schools,  of 
which  3,991  were  lay,  and  9,264  under  the  control  of  members  of  re- 
ligious communities,  with  321,000  boys  and  751,000  girls. 

At  the  present  moment  it  is  reckoned  that  twenty  percent,  of  chil- 
dren of  the  scholastic  age  are  in  private  schools,  and  that  of  these 
17  percent,  are  in  schools  directed  by  members  of  religious  commu 
nities.  The  public  schools  taught  by  members  of  religious  commu- 
nities are  still  tolerably  numerous,  these  communities  thus  supplying 
the  education  of  a  total  of  32  per  cent  of  the  children  of  France.* 

Secondary  Education,  according  to  the  official  programmes,  is  di- 
vided into  classical  education  (literary  or  scientific)  and  special. 
These  three  branches  of  education  include  some  subjects  common  to 
them  all,  such  as  French,  history,  geography,  etc.,  while  others  are 
special  to  each  of  them,  or  more  developed  in  one  branch  than  an- 
other. Latin  and  Greek  form  the  principle  basis  of  the  literary  edu- 
cution,  along  with  philosophy  and  the  elements  of  mathematics  and 
natural  science.  The  study  of  the  sciences  £oes  deeper  in  the  scien- 
tific classical  education,  while  that  of  the  dead  languages  and  philo- 
sophy is  very  limited.  In  each  course  the  pupils  have  to  learn  one 
modern  language  (English,  German,  Spanish  or  Italian),  while  in  the 
special  education  two  modern  languages  are  necessary,  and  also  some 
knowledge  of  law  and  political  economy.  The  duration  of  this  educa- 
tion is  from  nine  to  ten  years.  Speaking  broadly,  and  apart  from  its 
purpose  of  cultivating  the  mind  generally,  the  classical  education  pre- 
pares for  the  higher  studies  which  lead  to  the  legal  career,  to  the 
teaching  of  literature,  to  historical  studies,  etc.,  or  (when  it  is  scien- 
tific), to  medicine  and  to  the  different  professional  State  schools.  The 
special  education  is  reserved  for  youths  destined  to  commerce  or  man- 
ufactures. 

At  tho  present  moment  the  State  provides  secondary  education  in 
98  lycees  and  256  colleges  distributed  over  the  country.  The  lycees 
differ  from  colleges  in  the  fact  that  the  former  are  principally  paid  for 
by  the  State,  while  the  communes  bear  the  greater  part  of  the  ex- 
penses of  the  latter.  Professors  in  lycees  are  of  higher  rank  and 
superior  capacity  to  those  in  colleges,  and  among  the  colleges  those 
which  are  called  second  class  do  not  give  the  complete  secondary 
education.  In  both  lycees  and  colleges  the  programmes  are  the  same, 
drawn  up  by  the  central  authority  and  controlled  by  the  State  In- 
spectors, the  expenses  of  the  State  for  secondary  education  being 
thirteen  and  one-half  million  francs  ($2,700,000).  The  professors  are 
appointed  by  the  State,  and  have  to  be  provided  with  certain  certifi- 
cates of  capacity;  there  were  3,143  professors  in  the  lycees  in  1886. 

Of  the  above  sum,  however,  one  and  a  half  million  francs   ($300,- 

*In   1885-1886  there  were  still  6,667  communes  having  educational  courses  for 
adults  with  168,000  men  pupils,  and  1,135  with  30,000  women  papils. 


428  REPORT  OF  THE 

000),  is  devoted  to  the  thirty -five  lycees  and  colleges  for  the  second- 
ary education  of  girls.  The  creation  of  these  establishments,  at- 
tempted for  the  first  time  in  1880,  was  intended  to  divert  a  certain 
number  of  girls  from  the  convents  and  private  schools  where  they 
used  to  be  taught,  in  order  to  give  them  an  education  which  should 
conform  in  its  general  spirit — with  the  modifications  made  necessary 
by  the  difference  of  sex — to  the  education  given  to  boys.  There  are 
still  a  considerable  number  of  towns  where  neither  lycees  nor  col- 
leges for  girls  have  been  started,  and  in  these  classes  for  secondary 
instruction  have  been  organized  for  young  ladies,  and  are  held  by  the 
professors  of  the  boys'  schools.  The  results  of  this  enterprise  have 
been  hitherto  satisfactory,  but  it  is  still  in  its  infancy. 

Secondary  education  is  not,  ot  course,  compulsory,  but  neither  is  it 
gratuitous.  Two  remarks  are,  however,  necessary  on  this  last  point. 
On  the  one  hand  it  is  the  custom  to  offer  a  certain  number  of  scholar- 
ships every  year  for  competition  among  the  poorest  and  cleverest 
children,  the  successful  ones  receiving  their  education  and  sometimes 
their  board  and  lodging  free  in  the  State*  establishments ;  on  the 
other  hand,  the  price  of  board  is  very  low  for  the  paying  pupils,  and 
it  may  be  said  that,  as  far  as  that  goes,  the  State  renders  competition 
very  difficult  to  private  initiative.  The  State  not  only  gives  its  pupils 
education  strictly  so-called,  but  boards  and  lodges  about  half  of  them 
at  an  extremely  low  rate.  The  tuition  fees  vary  from  $12.00  to  $80.00 
a  year,  according  to  the  age  of  the  pupil  and  the  town  he  lives  in. 
Board  and  lodging  cost  from  $110.00  to  $260.00  a  year.  The  system 
of  boarding  scholars  has  often  been  attacked  on  moral  and  sanitaryf 
grounds  ;  it  maintains  its  position,  however,  because  it  is  democratic 
in  the  sense  that  it  enables  parents  living  at  a  distance  from  towns 
supplied  with  lycees  and  colleges  to  send  their  children  to  them.  It 
has  even  been  extended  to  the  girls'  colleges  recently  established. 
Most  of  the  lyce*es  receive  both  boarders  and  day-scholars,  sometimes 
boarders  only. 

In  1886  the  number  of  pupils  in  schools  for  public  secondary  edu 
cation  was  estimated  at  about  100,000 — an  increase  of  20,000  on 
1876 — of  whom  9,600  were  girls,  giving  an  average  of  263  scholars 
per  school.  The  exact  figures  for  the  scholastic  year  1883-4  were  as 
follows : 

*In  1887  the  State  was  paying  over  three  million  francs  ($600,000)  in  scholarships, 
without  counting  what  the  departments  and  the  communes  on  their  side  often  do. 
In  1883-1884  there  were  4,662  holders  of  scholarships  in  secondary  education  ;  to-day 
there  are  2,000  in  the  higher  grade  primary  schools,  and  some  hundreds  in  the 
schools  for  higher  education. 

f  The  chief  charge  brought  against  the  boarding-school  system  from  the  sanitary 
point  of  view  is  that  the  children  are  not  allowed  sufficient  time  and  space  for  phy- 
sical exercise. 


INDUSTRIAL  EDUCATION  COMMISSION. 


429 


No.  of 
schools. 

Total  No.  of 
pupils. 

Boarders. 

Day 
scholars. 

Exhibi- 
tioners. 

Ly(  e"3s  for  boys,  .... 
Colleges  for  boys,  .  .  . 
Lyce'ss  for  girls, 

97 
257 
10 

49,442 
41,000 
1,281 

24,990 
16,212 
197 

24,452 

24,788 
1,084 

4,662 
1,919 

Colleges  for  girls,  .  .  . 

13 

1,656 

405 

1,251 

As  regards  the  nature  of  the  education  given,  the  pupils  were  thus 
divided  in  1886 : 


Primary  edu- 
cation. 

Secondary, 
classical  or 
scientific 
education. 

Special  edu- 
cation. 

Secondary 
education  for 
girls. 

Boys'  lyeSas,  .... 

6,020 

33,309 

10,113 

B(/vs'  colleges,  .   .   . 

9,213 

18,139 

13,647 

Girls'  lyce'es, 

464 

817 

Girls'  colleges,  .   .    . 

869 

787 

Totals,    .... 

16,566 

51,438 

23,760 

1*604 

Free  secondary  schools  may  be  opened  subject  to  the  production  of 
certain  certificates  of  capacity  on  the  part  of  the  director  alone;  the 
State  then  supervises  the  working  from  the  point  of  view  of  public 
morality.  It  is  calculated  that  the  free  Catholic  institutions  have 
about  48,000  pupils,  with  an  average  of  143  per  establishment.  The 
part  taken  by  lay  schools  of  the  above  character  is  inconsiderable. 

But  an  incomplete  idea  of  the  social  importance  of  secondary  edu- 
cation in  France  would  be  conveyed  to  the  reader  were  the  important 
part  played  by  the  baccalaureate  ignored.  The  baccalaureate  is  an 
examination  which  young  men  have  to  undergo  at  the  end  of  their 
studies.  It  is  not  conducted,  as  in  Germany,  by  a  board  of  examiners 
chosen  from  the  professors  of  the  institution  where  the  boy  has  been 
educated,  but  by  professors  of  faculties — an  arrangement  which  gives 
it  a  peculiar  solemnity.  The  bachelor's  diploma,  given  to  candidates 
who  have  successfully  passed  through  the  written  and  viva  voce  tests 
of  the  examination,  is  not  a  simple  certificate  of  studies,  but  a  uni- 
versity degree,  of  inferior  rank  it  is  true,  but  which  is  indispensable 
for  attendance  at  the  courses  of  the  higher  education  and  for  admit- 
tance to  certain  schools.  Even  where  the  production  of  this  diploma 
is  not  compulsory  its  possession  gives  a  formidable  advantage  in  the 
various  competitions  in  which  its  holders  may  be  called  on  to  take 
part.  Hence  arises  a  widely  spread  ambition  among  the  middle  classes 
to  possess  this  diploma,  and,  unfortunately,  many  young  men  after 
obtaining  it  imagine  themselves  very  learned,  too  learned  even  to 
embark  upon  commercial  or  industrial  careers,  which  they  think 
themselves  entitled  to  qualify  as  vulgar. 


4£0  REPORT  OF  THE 

Till  lately  there  have  been  three  sorts  of  baccalaureate;  the  bacca- 
laureat  es  lettres,  which  involves  two  examinations  with  a  year's  inter- 
val between;  the  complete  baccalaureat-es- sciences,  and  the  limited 
baccalaureat-es-sciences,  this  last  named  being  more  especially  devoted 
to  the  natural  sciences.  The  first  is  required  for  the  study  of  law.  the 
second  or  third  for  that  of  medicine,  for  instance.  In  1883  out  of 
16,124  candidates  for  the  different  baccalaureates,  3,597  obtained  the 
diploma  for  literature,  2,628  the  kk  complete  "  science  diploma,  and  552 
the  ^ limited"  science  diploma;  the  proportion  of  failures  for  each 
category  respectively  was  53.4*,  62.9  and  58.9  per  cent.  Of  late  efforts 
have  been  made  to  divert  a  portion  of  the  French  youth  from  the 
baccalaureate,  and  thus  to  avoid  the  overcrowding  which  results  from 
it  in  the  so-called  liberal  professions,  to  the  disadvantage  of  trade  and 
manufactures.  With  this  object  an  attempt  has  been  made  to  develop 
special  secondary  education  ;  unfortunately  a  fourth  baccalaureate  was 
devised  to  serve  as  its  end  and  recompense,  and,  this  baccalaureate 
once  created,  the  obligation  was  felt  and  acted  upon  of  insuring  it  cer- 
tain rights  at  the  entrance  of  those  very  careers  where  there  are  too 
many  young  men  already.  It  is  a  question  which  is  occupying  many 
minds  in  France  at  the  present  day,  but  which  has  not  yet  been  deter- 
mined in  a  satisfactory  manner. 

The  recent  progress  of  the  country  in  this  direction,  is  thus  summed 
up  by  M.  Jules  Simon  :f 

Within  the  last  twenty-five  years  the  system  of  primary  instruction  has  under- 
gone a  complete  transformation  ;  instruction  has  been  rendered  obligatory;  superior 
primary  schools  have  been  founded  in  every  direction  ;  each  department  has 
either  alone  or  in  common  with  a  neighboring  department  its  normal  school  for 
male  teachers,  and  another  for  female  teachers ;  liberty  of  higher  education  has 
been  proclaimed  ;  secondary  education  for  girls  has  been  established  ;  a  large  sys- 
tem of  appropriations  has  brought  the  highest  grades  of  education  within  reach  of 
all.  Books,  collections,  apparatus  of  study  and  of  work  have  been  increased  in  vast 
proportions.  At  the  same  time  the  revenues  have  been  considerably  increased. 
France,  which  had  lagged  behind  most  civilized  nations,  has  resumed  its  place 
among  the  first.  Probably  no  other  nation  at  the  present  time  is  giving  more  atten- 
tion to  these  schools  or  expending  more  money  for  their  support.  This  progress  has 
not  been  achieved  without  opposition,  and  even  in  its  present  condition  the  system 
is  not  without  its  enemies. 

Manual  and  Technical  Training-. 

But  France  has  not  been  content  with  creating  a  system  of  general 
education,  comprehensive  as  we  have  just  seen  it  to  be.  She  has  de- 
voted no  less  of  zeal  and  intelligence  to  the  establishment  through- 
out the  country  of  special  technical  instruction,  either  in  connection 
with  the  public  schools  or  in  separate  institutions.  She  has  not  only 
set  herself  to  educate  her  people,  but  she  has  especially  set  herself  to 
adapt  that  education  to  the  needs  of  the  present  industrial  era.  Ever 

*  At  the  first  examination  for  the  baccalaureat-es-lettres  the  proportion  is  59.5  per 
cent.  ;  those  who  fail  cannot  present  themselves  for  the  second  examination. 
fCondensed  from  Simon's  "L'Ecole." 


INDUSTRIAL  EDUCATION  COMMISSION.  431 

since  the  establishment  of  the  present  republic,  and  especially  since 
1878,  many  of  the  ablest  minds  in  France  have  diligently  occupied 
themselves  with  the  question  how  best  to  broaden  the  basis  of  general 
knowledge  and,  at  the  same  time,  introduce  into  the  schools  a  kind  of 
training  best  adapted  to  prepare  youth  to  become  intelligent  workers 
in  industrial  pursuits.  This  practical  aim  has  dominated  every  step. 
When  the  bill  for  the  establishment  of  schools  of  manual  apprentice- 
ship (afterwards  known  as  the  law  of  December  11,  1880)  was  before 
the  Senate,  M.  Tolain,  the  reporter  of  the  bill  and  one  of  its  mosr, 
earnest  advocates,  said,  u  The  value  of  the  workman's  labor  in  France 
is  diminishing,  because  the  intellectual  value  of  the  workman  himself 
tends  to  decline.  Machinery  more  and  more  takes  the  place  of  the 
workman.  Such  workmen  as  are  still  employed  are  more  and  more 
specialized  and  restricted  to  minute  processes  which  are  no  longer  a 
trade,  but  a  fragment  of  a  trade.  There  are  continually  fewer  ariizans 
and  more  hand  workers.  The  remedy  is,  to  give  to  the  children  of 
workmen  an  education  capable  of  awakening  in  them  the  feelings 
which  formerly  prevailed  among  artizans ;  first,  to  develop  their  in- 
telligence and  then  to  increase  their  technical  knowledge,  so  that  they 
may  be  able,  at  need,  to  pass  from  one  industrial  specialty  to  another, 
to  understand  their  trade  as  a  whole  and  in  its  details,  and  sometimes 
even  to  improve  its  processes."  Following  this  general  view,  the  or- 
ganization of  the  system  of  manual  training  has  received  the  most 
careful  consideration.  The  subject  was  elaborated  as  a  whole  and  in 
all  its  details  by  several  very  able  commissions,  and  so  strong  a  hold 
has  it  taken  upon  the  public  mind,  that  many  leading  statesmen 
have  conspicuously  identified  themselves  with  the  movement. 
Primary  instruction  is  given  in  four  kinds  or  grades  of  schools: 

1.  Maternal  schools  and  infant  classes. 

2.  Elementary  primary  schools. 

3.  Higher  primary  schools,  and  higher  classes  in  primary  schools, 
called  u  complementary  courses." 

4.  Manual  apprenticeship  schools. 

In  all  these  schools,  some  formol  manual  training  is  required,  under 
the  law  of  March  28,  1882,  and,  while  it  has  not  yet  been  found  possi- 
ble to  carry  out  the  law  fully  in  all  cases,  especially  in  the  smaller 
rural  communities,  the  general  scheme  has  been  firmly  established  and 
long  steps  taken  towards  the  universal  introduction  of  it.  The  scope 
of  the  manual  exercises  will  be  best  understood  by  an  examination  of 
the  following  programme  presented  by  Senator  Tolain's  commission 
in  1881,  as  a  part  of  the  report  then  made  to  the  minister  of  public 
instruction. 


432  REPORT  OF  THE 

PROGRAMME. 

INFANT    SCHOOL. 

(Application  and  extension  of  the  Frobel  system.     Education  of  the  senses.) 

PRIMARY   SCHOOL. 

(Manual  exercises  intended  to  develop  the  children's  skill  of  hand.) 
Elementary  class  (7  and  8  years  old). — 1  hour  per  day. 

Elementary  exercises  in  freehand  drawing,  symmetrical  arrangement  of  forms  ; 
cutting  out  pieces  of  colored  paper  and  applying  them  upon  geometrical  forms  ;  ex- 
ercises in  coloring,  cutting  out  geometrical  forms  in  card  board  ;  representations  of 
geometrical  solids.  All  these  exercises  to  be  done  first  on  squared  and  subsequent- 
ly on  plain  paper. 

Small  basket  work.— Arrangement  of  strips  of  colored  paper  :  First,  in  interwoven 
forms  ;  second,  in  plaited  patterns. 

Modelling.     Reproduction  of  geometric  solids  and  simple  objects. 

Intermediate  class  (9  and  10  years  old.) — /  hour  per  day. 

Cutting  out  card-board  patterns  ;  construction  of  regular  geometric  solids  ;  con- 
struction by  the  pupils  of  card-board  models,  covered  with  colored  drawings  or 
colored  paper. 

Small  basket  work  ;  combinations  of  plaits  ;  basket  making. 

Objects  made  of  wire  ;  trellis  or  netting  ;  wire  chain  making. 

Combination  of  wire  and  wood.     Cages. 

Modelling  simple  architectural  ornaments. 

Object  lessons.     Principal,  characteristics  of  wood  and  the  common  metals. 

Upper  class  (11  and  12  years.) — 2  hours  per  day. 

Drawing  and  modelling.  Continuation  of  the  exercises  in  the  preceding  class. 
Repetition  of  the  ornaments  previously  executed,  in  the  form  of  sketches,  with  di- 
mensions attached  to  them.  Drawing  the  requisite  sections  for  this  purpose.  Repro- 
ducing the  sections  as  measured  sketches.  Study  of  the  various  tools  used  in  work- 
ing wood,  i  Hammer,  mallet,  chisel,  gimlet,  centre  bit,  brace,  screw  driver,  com- 
passes, square,  marking  guage,  saws  of  different  kinds,  jack  plane,  trying  plane, 
smoothing  plane,  riles  and  rasps,  level. 

Theoretical  and  practical  lessons  on  the  above. 

Planing  and  sawing  wood.     Construction  of  simple  joints. 

Boxes  nailed  together,  or  jointed  without  tacks. 

Wood  lathe.     Tools  used  in  turning.     Turning  simple  geometrical  forms. 

Study  of  the  tools  used  in  working  iron  :  Hammer,  chisel,  cutting  tool,  cold 
chisel,  squares,  compass,  files,  etc.  Theoretical  and  practical  lessons  concerning 
them. 

Exercises  in  filing,  smoothing  and  finishing  rough  forgings  or  castings  (cubes, 
polygonal  nuts). 

The  practical  wrork  in  the  shops  in  primary  schools  is  to  be  followed  by  gymnastic 
exercises,  in  accordance  with  a  special  programme.* 

The  superior  primary  school  system  of  France  owes  its  origin  to  Mr.  Guizot,  who 
effected  its  organization  by  the  law  of  1833.  The  various  changes  in  the  law  from 
that  time  to  the  present  have  been  made  to  meet  the  complex  and  changing  needs 
of  the  classes  for  whose  benefit  this  grade  of  education  was  inaugurated.  These  suc- 

*The  programme  includes  manual  work  for  girls.  This  is  also  arranged  in  three 
courses  and  comprises  knitting,  plain  sewing  and  embroidery,  to  which  are  added 
in  the  elementary  course  manual  exercises  designed  to  develop  dexterity,  such  as 
cutting  out  and  fitting  pieces  of  colored  paper;  first  attempts  at  modelling.  In  the 
superior  course,  instruction  is  given  in  the  elements  of  pomestic  economy,  with 
practical  applications  to  the  kitchen,  laundry,  the  house  generally,  the  garden  and 
yard  ;  practical  instruction 'is  given  in  the  school  and  at  home. 


INDUSTRIAL  EDUCATION  COMMISSION.  433 

cessive  changes  in  the  law  have  led  to  corresponding  alterations  in  the  programmes 
promulgated  from  time  to  time  ;  and  it  is  proper  to  regard  the  accompanying  pro- 
gramme as  a  tentative  rather  than  a  final  and  permanent  expression  of  the  character 
of  the  education  it  is  intended  to  give  in  this  class  of  schools. 

SUPERIOR     PRIMARY   SCHOOL. 

The  superior  primary  instruction  given  in  the  school  will  comprise  the  subjects 
specified  in  the  following  programme,  as  fixed  by  the  ministerial  decree  of  January 
15,  1881,  for  schools  having  a  course  extending  over  three  years  and  more. 

Morals. — The  principles  of  morals.  Duties  and  rights  of  the  citizen.  Elementary 
principles  of  political  economy. 

French  language. — Methodical  study  of  grammar  and  orthography.  Etymology 
and  derivation  of  words.  Reading  with  proper  emphasis  and  explanation  of  the 
meaning.  Exercises  in  style  and  composition.  Elements  of  the  history  of  litera- 
ture. 

Writing.—  Principles  and  practice  of  running  hand,  round  hand,  and  commercial 
handwriting. 

History.—  Principal  characters  of  antiquity.  History  of  France  up  to  the  present 
day.  Development  of  national  institutions.  Chief  epochs  of  general  history 
(ancient  history,  middle  ages,  and  modern  history). 

Geogr ap hy.  —Physical  and  political  geography  of  the  five  quarters  of  the  world. 
Special  study  of  the  geography  of  France,  comprising  the  divisions  for  administra- 
tive purposes.  Economic  geography.  Map  drawing. 

Modern  languages.— One  modern  language  at  least. 

Mathematics, — First  year  :  Theoretical  and  practical  arithmetic  ;  first  elements  of 
ordinary  geometry.  Second  year :  Advanced  arithmetic  ;  elements  of  algebra ;  plane 
geometry  and  its  applications.  Third  and  fourth  years  :  principles  of  algebra  as  ap- 
plied to  the  solution  of  simple  equations  ;  the  elementary  principles  of  rectilinear 
trigonometry  as  applied  to  the  estimation  of  triangles ;  elementary  principles  of 
solid  geometry  and  their  application  ;  the  common  curves. 

Accounts. — First  principles  of  commerce  and  account  keeping;  book-keeping; 
current  accounts  bearing  interest. 

PJiysics.-j-The  most  important  phenomena  and  the  chief  theories  ot  physics. 
Modern  discoveries  and  the  applications  of  science  to  daily  life. 

Chemistry.— Exercises  involving  the  observation  and  examination  of  some  of  the 
familiar  iacts  introductory  to  the  study  of  chemistry.  The  metalloids  and  the  most 
useful  metals.  The  laws  of  chemistry.  The  elements  of  organic  chemistry. 

Natural  history— Organs  and  functions  of  men  and  animals.  Practical  study  of 
the  principle  groups  of  animals  and  vegetables.  Application  of  hygiene  to  the  local 
industries.  Principal  facts  of  geology  and  examination  of  the  best  known  minerals. 

Drawing. — Geometrical  drawing.  Lines,  plane  surfaces,  elements  of  tinting. 
Solids.  Obtaining  the  points  of  intersection  in  penetrations  of  solids  and  projec- 
tions. Principles  of  perspective.  Figured  sketches.  Essential  parts  of  machinery 
and  plans  of  buildings.  Drawing  from  relief  models  and  from  the  cast. 

Singing. — Choirs  with  three  parts. 

Gymnastics.—  Exercises  in  which  all  do  alike.  Exercises  with  apparatus.  Military 
exercises. 

NOTE. — The  subjects  in  this  programme  are  to  be  apportioned  over  the  three 
years'  course  so  as  to  apply  in  the  best  way  to  the  requirements  of  the  professional 
instruction. 

PROFESSIONAL  INSTRUCTION. 

first  year  (2  hours  per  day). — Supplement  to  the  superior  primary  classes. 

Drawing  and  modelling.  Execution  of  the  regular  geometric  solids  of  given  di- 
mensions from  figured  sketches. 

Workshop  teaching  : 

First  period.— Working  in  wood.  A  box.  A  drawing  board.  A  mortise  and  tenon 
joint.  An  oblique  joint.  A  slit  and  tongue  joint.  A  joint  halved  together  obliquely. 
A  St.  Andrew's  cross.  Various  kinds  of  scarfed  joints. 

28  ED.  COM. 


434  REPORT  OF  THE 

Second  period. — Working  in  iron.  Exercises  with  the  file  on  an  uneven  piece  of 
iron.  Make  rectangular  parallelepiped,  with  a  square  base  of  given  dimensions. 
This  is  to  be  converted  into  an  octagonal  prism  ;  then  into  one  with  sixteen  sides. 
This  to  be  filed  round.  Then,  in  the  lathe,  to  turn  this  into  a  cylinder  of  specified 
diameter,  and  finally  to  convert  it  into  a  hexagonal  prism. 

Third  period. — Working  in  wood.  Various  kinds  of  dovetail  joints.  Splices. 
Skew  splices,  halved  together  (two  kinds).  Scarfs  halved  with  dovetail  pieces. 

Fourth  period. — Working  in  iron.  Tool  making.  Two  rules  in  iron  of  given  di- 
mensions. Two  plain  squares.  A  pair  of  callipers.  Exercises  with  the  lathe  and 
the  cutting  chisel. 

Second  year. — Supplement  to  the  superior  primary  classes. 

Drawing  and  modelling.     Execution  of  a  graduated  series  of  ornamental  casts 
composed  of  elements  of  solid  geometry,  arranged  systematically  ;  rosettes,  etc. 
Work  in  the  shops  (3  hours  per  day): 

First  period. — Working  in  wood.  Mortise  and  tenon  to  molded  work.  Tenon  for 
miter  joint.  Mortise  and  tenon  with  chamfered  dovetail.  Tongued  joint  with  cross 
ties.  Mortise  and  tenon  for  quoins. 

Second  period.— Working  in  iron.  An  angle  out  of  squara  A  pair  of  pointed 
compasses.  A  hand  vise. 

Third  period. — Working  in  wood.  Angle  open  mortise  joint.  Slit  and  tongue 
joint  in  two  thicknesses  of  stuff.  Stepped  mortise  and  tenon.  Square  joint  of  two 
cylinders.  Oblique  joint  of  two  cylinders.  A  pair  of  screw  clamps. 

Fourth  period. — Working  in  iron.  Bit  pinchers.  Screw  wrench.  Exercise  with 
the  lathe.  Exercise  with  the  cold  chisel. 

Third  year. — Supplement  to  the  superior  primary  classes. 

Drawing  and  modelling.     Elements  of  architecture.     Orders  and  styles. 

Ornaments  of  the  different  orders  and  styles. 

Industrial  drawing.  Theoretical  principles  of  composition  and  of  the  arrangement 
of  colors. 

General  principles  of  the  application  of  drawing  to  pottery,  to  fret  cutting  in  wood 
and  metal,  to  artistic  locksmiths'  work,  and  to  the  ornamental  stamping  of  paper 
and  fabrics. 

Chemistry. — Experiments  in  the  laboratory.  Manipulation.  Analyses.  Mode  of 
fixing  colors  (applied  to  pottery,  stuffs,  etc.). 

Accounts — Industrial  account  keeping.  Fixing  of  a  scale  of  profits.  Applying 
the  same  to  the  work  of  tools  and  simple  machines. 

Work  in  the  shops  (5  hour*  per  day  during  the  first  six  months,  and  7  hours  daily 
during  the  last  six  months}: 

First  period.— Working  in  wood.  The  making  of  tools.  Molding  block.  Miter 
block.  Wood  bench  clamp.  Tenon  saw.  Small  hand  saw.  Inlaying  saw.  A  plane. 
Use  of  the  wood  lathe. 

Second  period.— W7orking  in  iron.  The  making  of  tools.  A  pair  of  steel  squares, 
one  of  them  to  be  a  rirn  square.  A  tap  wrench.  Working  with  the  cutting  chisel. 

Third  period.— Working  in  wood.  The  making  of  tools.  A  plane,  jack  plane, 
square,  marking  gauge,  grooving  plane.  Work  with  the  lathe.  Model  making. 

Fourth  period. — Working  in  iron.     Making  a  shifting  gauge.     Working  at  the 
forge.     Elementary  work.     Making  of  tools,  chisels,  cross  cut  chisels,  boring  bits, 
etc.     Working  at  the  lathe  and  with  the  cutting  chisel. 
Supplementary  work  in  the  shops  : 

After  the  end  of  the  third  year's  course  the  pupils  may,  if  they  request  it,  be  main- 
tained at  the  establishment  to  work  all  day  long  in  the  shops  throughout  the  holi- 
days. 

They  will  be  paid  wages  for  this  work. 

It  will  be  understood,  of  course,  that  in  the  primary  schools  this 
programme  is  interwoven  with  the  studies  of  the  usual  course,  which 


INDUSTRIAL  EDUCATION  COMMISSION.  435 

are  not  here  given.  For  the  superior  primary  school,  both  the  literary 
and  the  professional  courses  are  given. 

The  course  of  this  movement  for  the  introduction  of  manual  train- 
ing into  the  schools,  including  the  protracted  and  many-sided  discus- 
sions of  means  and  methods,  forms  an  extremely  interesting  and  im- 
portant chapter  in  the  history  of  educational  progress ;  but  we  must 
here  content  ourselves  with  a  limited  selection  of  such  documents  and 
statements  as  will  most  fully  indicate  the  views  of  its  leading  promo- 
ters, and  the  successive  steps  by  which  they  advanced  to  the  attain- 
ment of  their  end. 

When  the  restored  Republic  of  1870  came  into  power  thero  was 
already  in  existence  an  extensive  and  magnificent  provision  for  nearly 
every  branch  of  higher  education,  university  and  collegiate.  Some 
provision  had  also  been  made  for  primary  instruction,  more  or  less 
under  the  legal  authority  of  the  Government,  but  mainly  under  the 
actual  control  of  the  clergy.  The  statesmen  of  the  new  regime  vigor- 
ously took  in  hand  the  work  of  establishing  a  system  of  public  schools^ 
which  should  be  freely  open  to  children  of  all  classes  and  conditions 
of  society,  free  from  clerical  control,  under  the  close  direction  and 
supervision  of  public  officials,  and  wholly  supported  by  public  funds 
appropriated  by  the  Nation,  the  Department  or  the  Commune. 

The  impulse  in  this  direction  did  not,  however,  arise  wholly  from  a 
sense  of  the  importance  of  general  education  in  a  Republic.  The 
Paris  Exposition  of  1878.  was  a  revelation  to  the  French  people. 
They  saw  clearly  from  an  examination  of  the  exhibits  made  by  other 
industrial  nations  that,  if  they  were  not  to  fall  behind  in  the  march 
of  modern  industry,  they  must  infuse  more  of  the  modern  spirit  into 
their  public  schools.  Since  that  time,  and  at  equal  pace  with  the 
growth  of  the  general  system,  the  apparatus  for  scientific  and  indus- 
trial education  has  been  very  greatly  increased,  and  the  extensive  in- 
troduction of  manual  training  into  all  grades  of  public  instruction 
has  been  promoted  as  a  means  to  the  same  end.  It  should  be 
observed,  however,  and  it  will  appear  in  the  documents  cited  further 
on,  that  the  aim  of  the  whole  movement  has  been  economic  and 
industrial  even  more  than  pedagogical.  The  problem  has  been,  as 
stated  to  themselves  by  the  leaders  of  French  thought,  how  to  train 
the  youth  of  the  country  in  such  a  way  that  all  the  powers, 
physical,  intellectual  and  moral,  of  each  child  when  he  came  to 
take  his  place  in  the  ranks  of  active  society,  could  be  used  with  the 
highest  efficiency.  More  narrowly  still,  the  school  was  to  prepare  the 
road  to  the  workshop ;  and  that,  both  by  bringing  the  work- shop 
and  its  methods  into  the  school  and  by  carrying  the  school,  with 
its  principles,  its  methods,  its  intellectual  habits  forward  into  the  work- 
shop. 

As  to  the  needs  of  the  situation  there  was  little  if  any  difference  of 
opinion,  and  as  to  the  remedy,  hardly  more.  The  chief  point  in  ques- 


436  REPORT  OF  THE 

tion  was,  whether  manual  training  as  a  means  of  education  should  be- 
come an  integral  part  of  the  existing  system,  or  be  established  under 
a  separate  system,  financial  and  administrative.  The  former  view  pre- 
vailed. On  the  6th  day  of  March,  1880,  a  very  strong  and  important 
commission  was  appointed,  with  M.  Corbon  as  president,  to  consider 
the  whole  subject.  The  commission  divided  itself  into  two  sections, 
one  under  the  chairmanship  of  Senator  Oorbon,  and  the  other  under 
that  of  Senator  Tolain,  These  reports  present  so  clearly  the  consid- 
erations which  influenced  the  subsequent  legislation  on  the  subject, 
that  we  cannot  do  better  than  to  present  them  entire. 

The  report  made  by  Senator  Corbon,  is  as  follows  : 

"Report  to  the  Prefect  of  the  Seine  respecting  manual  exercises  in  the  primary 
schools,  considered  as  the  Complement  of  Education,  by  A.  Corbon,  Senator,  re- 
porter of  the  Commission  appointed  to  examine  the  double  question  of  the  work- 
shop in  the  school  and  the  school  in  the  workshop." 

Monsieur,  the  PreTet,  you  appointed,  March  6,  1880,  a  commission  for  the  investiga- 
tion of  two  correlative  questions  of  the  highest  interest  and  the  solution  of  which 
might  well  mark  a  happy  revolution  in  the  method  of  developing  the  moral,  intel- 
lectual and  physical  force  of  the  youthful  generation.  One  of  these  questions  is  to 
ascertain  whether  it  is  necessary  and  in  what  measure  it  would  be  possible  to  organ- 
ize the  workshop  in  the  primary ! school.  The  other  is  to  know  how  the  school  can 
be  continued  in  the  workshop  during  the  course  of  apprenticeship. 

The  commission  met  a  few  days  alter  its  appointment  and  began  its  work.  It  has 
devoted  many  sittings  to  the  examination  and  discussion  of  the  two-fold  question 
presented  to  it,  and  has  unanimously  agreed  :  (1)  that  it  would  be  well  to  attach  a 
workshop  to  every  primary  school,  in  order  that  the  pupils  might  there  obtain  man- 
ual training ;  (2)  that  there  is  room  and  need  for  the  creation  of  apprenticeship 
schools,  upon  the  plans  of  that  already  existing  in  Paris  on  the  Boulevard  do  La 
Vilette.  (Ecole  Diderot).  After  reaching  this  conclusion,  the  commission  resolved 
itself  into  two  parts,  each  to  consider  and  report  separately  upon  one  of  the  questions 
proposed.  The  present  report  relates  to  primary  schools. 

The  full  commission  considered,  at  the  out  set,  whether  the  introduction  of  man- 
ual training  into  the  primary  school  ought  to  be  regarded  as  a  first  grade  of  profes- 
sional instruction,  or  as  the  necessary  completion  of  a  rational  education.  It  declared 
itself  strongly  in  favor  of  this  second  view.  It  understood  that  the  practical  teach- 
ing of  various  trades  in  the  primary  school  would  be  almost  imposible.  In  order  to 
give  such  instruction  workshops  would  be  required  adapted  to  all,  or  at  least  to  the 
principal  industrial  pursuits  carried  on  in  a  city,  which  would  require  a  plant  three 
or  four  times  larger  than  that  occupied  by  the  largest  of  our  present  school  establish- 
ments. This  consideration  would  not  be  absolutely  conclusive  if  children,  on  leav- 
ing the  primary  school  at  twelve  or  thirteen  years  of  age,  after  learning  more  or  less 
fully  the, elements  of  a  trade,  could  find  employment  in  industrial  establishments  as 
workmen,  or  novitiate  workmen,  but  their  youth  and  their  physical  weakness 
would,  in  most  cases,  prevent  this.  They  would  inevitably  be  reduced  to  the  ordi- 
nary condition  of  apprentices,  employed  in  discouraging  tasks  for  one  and  even 
two  years  ;  that  is  to  say,  long  enough  to  lose  the  better  part  of  what  they  had  learned 
at  school.  No  account  would  bo  taken  of  their  professional  preparation  except  in  es- 
tablishments where  the  chief  was  exceptionally  well  disposed  ;  and  it  is  not  wise  to 
base  a  calculation  upon  exceptions. 

The  teaching  of  trades  in  the  primary  school  would  not  be  really  profitable  to  the 
pupils  unless  they  could  remain  there  until  the  age  when  they  were  sufficiently  de- 
veloped physically  and  prepared  professionally  to  enter  at  once  as  workmen  imo  the 
shops.  But  it  would  be  necessary  to  retain  them  at  school  three  years  longer,  and 
for  that  purpose  to  quadruple,  and  even  quintuple  the  extent  of  the  school  buildings. 
It  is  much  more  simple  and  more  rational  to  create  establishments  of  a  higher  grade 


INDUSTRIAL  EDUCATION  COMMISSION.  437 

into  which  boys  shall  enter  on  leaving  the  primary  school,  and  where  for  three  years 
they  will  receive  a  technical  instruction  at  the  same  time  that  they  complete  their 
elementary  knowledge,  and  from  which  they  will  go  with  force  and  skill  sufficient 
to  enable  them  to  exercise  their  trade  properly.  They  will  thus  have  escaped  the 
injurious  intluences  undergone  by  children  who  are  placed  in  work-shops  too  early. 

These  considerations  cannot  be  weakened  by  the  example  of  what  has  been  done 
for  several  years  at  the  primary  municipal  school  de  la  rue  Tourneibrt.  There  the 
pupils  are  not  confined  to  elementary  manual  exercises.  A.n  attempt  is  made  to  give 
instruction  in  very  different  trades,  but  it  can  be  done  only  upon  a  very  small  and 
insufficient  scale,  and,  as  boys  cannot  be  retained  there  beyond  their  thirteenth  year, 
they  are  neither  expert  enough  nor  well  enough  developed  to  be  employed  immedi- 
ately in  workshops  outside  unless  in  exceptional  cases.  Nevertheless  the  experi- 
ment undertaken  in  this  school  is  extremely  interesting.  It  shows  to  what  degree 
boys  from  ten  to  twelve  or  thirteen  years  can  exhibit  taste  and  skill  in  manual  ex- 
ercises without  injury  to  their  intellectual  work.  In  fact  quite  the  contrary  is  true. 
For  this  reason,  if  no  other,  this  school  would  deserve  to  be  encouraged  as  a  special 
type. 

The  question  for  the  commission  then  is  not  to  determine  what  it  is  possible  to  do 
in  exceptional  cases  in  a  primary  school,  but  to  ascertain  how  the  system  could  be 
made  general  and  enable  the  pupils  of  all  schools  to  acquire  that  complementary 
education,  which  is  the  object  of  this  report.  The  problem  is  how  to  introduce  gen- 
erally into  the  primary  schools  those  altogether  elementary  labors  which  every  per- 
son ought  to  be  capable  of  performing  whatever  his  social  position ;  labors  which  are 
the  foundation  of  all  trades,  which  serve  to  develop  manual  skill,  and  are  in  a  mul- 
titude of  cases  a  means  of  awakening  ingenuity  at  the  same  time  that  they  are  a  pre- 
cious means  of  rendering  service  or  of  overcoming  a  difficulty.  Moreover  these 
elementary  labors  require  neither  a  great  supply  of  tools  nor  extensive  room.  They 
can  accordingly  be  taught  in  all  common  district  (Communaux)  schools.  The  ques- 
tion no  longer  waits  for  a  theoretical  solution.  It  has  been  practically  solved  for 
several  months  in  a  certain  number  of  municipal  schools  and  has  immediately  given 
the  most  satisfactory  results.  The  labors  adopted  as  being  most  suitable  are  very 
simple,  carpentry  and  wood-turning.  Later  it  will  be  possible,  if  it  should  seem  de- 
sirable, to  add  working  in  iron  or  any  other  metal.  For  the  present,  and  profession- 
ally, the  manual  exercises  are  voluntary  on  the  part  of  the  pupil,  and  are  carried  on 
outside  of  class  hours.  Children  are  not  admitted  to  the  shop  until  after  they  are 
ten  years  of  age,  and  it  is  worth  noting  here  that  those  who  are  of  an  age  to  be  ad- 
mitted show  the  greatest  eagerness  to  attend,  and  labor  with  the  most  remarkable 
enthusiasm,  giving  in  this  way  nearly  three  hours  a  day  to  this  kind  of  instruction, 
beyond  the  regular  class  hours,  and  to  the  very  great  satisfaction  of  their  friends. 
One  part  of  the  problem,  however,  remains  to  be  solved  :  How  could  children  from 
six  to  ten  years  of  age  take  part  in  manual  exercises  without  having  to  use  tools  for 
which  they  would  not  have  strength  and  with  which,  besides,  they  might  injure 
themselves  ?  That  is  to  say,  how  can  the  exercises  already  begun  in  the  infant 
school  be  continued  in  the  primary  school — certain  instructive  plays,  certain  manual 
exercises  well  adapted  to  the  natural  inclinations  of  the  youngest  age?  The  solution 
of  this  interesting  part  of  the  problem  is  at  this  moment  being  sought  in  schools  al- 
ready provided  with  tools.  The  pupils  old  enough  to  be  admitted  to  the  workshop 
there  prepare  the  materials  for  instructive  plays  for  their  younger  fellow  pupils. 

There  will  be  plenty  to  do  in  this  direction.  The  teachers  will  have  to  show  as 
much  active  ingenuity  as  patient  considerateness.  They  will  need  specially  to  aban- 
don the  habit  of  correcting  the  uneasiness  of  children  by  automatic  exercises  for  the 
whole  body.  It  is  a  convenience  without  doubt  to  have  recourse  to  automatism,  but 
the  school  is  not  made  for  the  convenience  of  the  teachers.  It  is  made  for  the  best 
development  of  the  various  faculties  of  the  pupils,  and  automatic  exercises,  often 
repeated,  are  a  complete  abandonment  of  its  true  aim.  The  teachers,  however,  are 
very  generally  animated  by  the  most  active  desire  to  do  well.  They  will  clearly  un- 
derstand and  will  zealously  perform  the  duties  which  the  new  system  of  education 
imposes  upon  them.  They  will  grow  in  value  by  the  efforts  they  are  forced  to  make 
and  this  will  be  a  clear  gain  for  the  youth  entrusted  to  their  care. 


438  REPORT  OF  THE 

M.  le  PreTet:  "The  task  of  the  reporter  is  still  only  half  completed.  It  remains 
to  point  out  the  imperative  necessity  of  making  the  complementary  education, 
which  has  just  been  spoken  of,  beneficial  to  the  whole  body  of  the  youthful  gener- 
ations. If  it  were  merely  a  question  of  introducing  manual  training  into  the  pri- 
mary school,  in  order  to  prepare  the  children  of  the  people  for  a  life  of  labor  from 
early  youth,  one  might  be  content  with  the  foregoing  considerations  and  sugges- 
tions, but  to  work  out  and  apply  a  system  of  education  exclusively  adapted  to  the 
children  of  the  people  (working  classes),  which  should  not  be  suitable  to  those  of 
the  middle  class,  would  be  going  in  direct  opposition  to  the  democratic  spirit,  and 
would  perpetuate  the  moral  and  intellectual  separation  between  these  two  great 
social  elements.  Still  further,  there  is  reason  to  hope  that  the  day  will  soon  come 
when  the  primary  grade  of  instruction  will  no  longer  be  given  in  the  Lyc6es,  and 
when  children  of  every  social  condition  will  be  required  to  begin  their  education  on 
the  benches  of  the  primary  school.  Not  only  does  the  democratic  principle  require 
this  community  of  education,  but  a  social  interest  of  the  first  importance  demands 
it.  The  mingling  of  the  children  of  the  middle  classes  with  those  of  the  working 
classes  (peuple),  will  have  the  happiest  results.  It  would  be  the  most  important 
means  of  nurturing  sentiments  of  good-fellowship  among  youth  of  very  diverse 
conditions,  and  will  check  at  their  source  those  dividing  sentiment  which  have  al- 
ready produced  deplorable  effects  and  may  produce  still  more  deplorable  ones.  But 
aside  from  the  great  interest  there  would  be  in  giving  primary  instruction  in  only 
one  kind  of  schools,  and  for  children  of  every  social  position,  it  should  be  well 
borne  in  mind  that  the  complement  of  education,  which  forms  the  object  of  this  re- 
port, and  which  has  been  already  provided  in  a  certain  number  of  schools,  should 
be  made  to  extend  to  the  whole  body  of  youth.  For  a  long  time  little  attention  has 
been  paid  in  education  to  the  physical  being.  It  was  with  great  difficulty  that  public 
opinion  secured  the  introduction  of  gymnastic  exercises.  It  seemed  not  to  be  un- 
derstood that  the  intellectual,  moral  and  the  physical  capacities  are  closely  conjoined 
in  one  system,  so  closely  conjoined  that  if  either  remained  neglected  the  others  were 
prevented  from  exhibiting  their  full  force.  How,  indeed,  could  the  moral  forces 
produce  their  effects  without  the  aid  of  intelligence  and  of  the  arms?  What  could 
the  intellect  do  in  a  multitude  of  cases  without  the  aid  of  the  hand  ?  Yet,  even  to 
this  day,  education  is  conducted  as  if  it  were  not  true  that  the  arm  is  the  indispensable 
auxiliary  of  the  intellect  and  the  heart ;  as  if  the  hand,  the  intellect  and  the  heart 
were  disconnected,  and,  consequently,  as  if  no  attention  need  be  paid  to  the  cultiva- 
tion of  the  three  orders  of  faculties.  Thence  comes  a  defective  education  based 
upon  a  false  principle  ;  a  kind  of  voluntary  infirmity  which  renders  so  many  people 
incapable  of  doing  anything  with  their  hands.  And  yet  the  cultivation  of  the  phys- 
ical capacities,  joined  to  cultivation  of  the  intelligence  and  the  feelings,  has  never 
been  so  necessary  as  in  our  time.  The  present  century  is  one  of  prodigious  activity, 
of  gigantic  labors,  of  unheard  of  daring  in  the  field  of  enterprise,  of  everything 
which  demands  intellectual  vigor  associated  with  physical  force  and  manual  skill. 
Moreover,  society  at  the  present  time  is  preoccupied  with  the  improvement  of  ed- 
ucation for  the  new  generations  in  order  that  they  may  have  in  full  exercise  their 
moral,  physical  and  intellectual  forces.  *  *  *  ****** 

From  a  logical  point  of  view  the  question  is  clear ;  from  the  moment  when  the 
solidarity  of  the  three  orders  of  faculty  is  admitted  it  is  absolutely  necessary  to  pro- 
vide for  their  joint  development.  The  natural  tendencies  of  children  point  in  the 
same  direction  as  clearly  as  possible.  From  the  time  that  the  child  is  able  to  stand, 
and  even  before,  he  wishes  to  touch  everything.  He  early  endeavors  to  do  some- 
thing with  his  hands,  he  desires  tools,  he  wishes  to  handle  them  long  before  he  is 
able  to  use  them  ;  he  needs  at  least  a  little  shovel  to  work  in  the  earth,  a  bucket  to 
carry  it;  he  plants  imitation  trees,  he  builds  and  then  overthrows  his  buildings 
in  order  to  build  them  again  in  another  way  or  in  another  place.  In  this  most 
people  see  nothing  except  the  child's  way  of  keeping  himself  in  motion,  but  such 
peopie  having  eyes  see  not,  and  having  intelligence,  do  not  understand.  They  do 
not  see  and  understand  that  in  these  instinctive  manifestations  of  the  young  being 
the  future  worker  reveals  himself.  In  truth  it  is  nature  that  speaks,  proclaiming 
in  the  child  the  destiny  of  the  man,  and  his  duty,  or  at  leasta  part  of  his  duty,  in  life. 


INDUSTRIAL  EDUCATION  COMMISSION.  439 

Education  should  be  conformed  to  this  course.of  nature  universally  and  constantly 
expressed,  or  it  rests  upon  false  principles. 

Itis  high  time  to  understand  the  indications  furnished  by  the  instinct  of  children 
and  to  give  as  soon  as  possible  satisfaction  to  their  two-fold  need  of  working  with  the 
hands  and  of  knowing  the  reason  of  things,  that  is  to  say,  it  is  time  to  bi  ing  about  a 
veritable  revolution  in  the  manner  of  raising  youth.  If  one  wishes  to  follow  reso- 
lutely the  course  of  nature  and  the  clear  indications  furnished  by  the  instinctive 
dispositions  of  children,  if  manual  exercises  are  considered  as  essential,  they  should 
have  a  serious  part  in  education  commensurate  with  their  importance.  In  the 
end  it  will  be  found  that  it  is  possible  to  shorten  the  time  of  class  work  in  order  to 
give  a  sufficient  amount  of  time  to  manual  exercises,  and  that  this  will  be  done  not 
only  without  injury  to  the  intellectual  development,  but  that  on  the  contrary  it  will 
promote  it.  In  the  first  place  manual  exercises  are  not  carried  on  without  awaken- 
ing the  intelligence,  and  still  further,  it  is  doing  violence  to  the  active  nature  of  the 
children  to  confine  them  three  hours  in  succession,  twice  a  day,  before  the  school 
desk.  They  submit,  but  with  reluctance;  they  are  subject  to  constraint;  they 
are  ill  at  ease  physically  and  morally.  They  would  certainly  learn  better  in  two 
hours  if  the  third  were  given  to  manual  exercises.  It  should  be  observed  also,  in 
order  to  obtain  more  time  for  the  exercises  of  the  workshop,  that  there  is  a  tendency 
in  primary  education,  as  well  as  in  secondary  and  higher,  to  overload  the  programme 
of  study  more  and  more.  It  seems  as  if  the  aim  were  less  to  develop  the  intellectual 
capacity  than  to  heap  up  knowledge  upon  knowledge  in  the  head  of  the  children  at 
the  risk  of  exhausting  the  intellectual  force.  This  tendency  is  most  injurious,  but 
we  hasten  to  say  that  already  many  important  men,  educational  officials,  have  per- 
ceived that  they  were  going  by  a  false  path,  and  are  showing  themselves  disposed 
to  make  a  change.  Whenever  the  conviction  shall  become  general  that  it  is  abso- 
lutely necessary  at  every  stage  to  train  the  physical  capacity,  the  manual  faculties, 
from  that  day  the  programme  of  studies  will  be  necessarily  rearranged.  Ability  to 
use  the  hands  is  hardly  less  important  to  the  sons  of  the  middle  class  than  to  those  of 
the  working  class.  Indeed,  there  are  many  learned  professions  which  demand  a 
certain  manual  skill  on  the  part  of  their  practitioners.  It  is  required  for  surgeons, 
architects,  civil  engineers,  engineering  officers,  artillery  officers,  nayal  officers.  All 
of  these  need  to  know  how  to  work.  The  same  is  true  of  inventors  who  are  so  often 
prevented  from  profiting  by  their  ingenuity  because  they  cannot  put  their  invention 
into  tangible  form.  Even  literary  men  themselves,  and  all  men  whose  profession  is 
purely  intellectual,  would  be  fortunate  in  many  cases  to  find  relaxation  for  the  mind 
in  manual  exercises  and  in  executing  certain  useful  works.  This  is  for  all  men  a 
natural  need.  It  must  needs  be  satisfied,  and  the  level  of  the  general  capacity  will 
be  made  higher  by  so  much. 

To  conclude,  the  complement  of  education,  which  is  here  considered,  is  desired  by 
nature  itself.  It  is  desired  by  the  general  public  sentiment,  and  required  as  a  means 
of  responding  to  the  inventive  and  transforming  genius  of  modern  society  ;  and, 
finally,  it  is  required  by  the  solidarity  of  the  faculties  of  the  human  being.  Let  us 
add,  that  it  will  be  impossible  to  point  out  any  disadvantages  in  it,  but  that,  on  the 
contrary,  it  possesses  nothing  but  advantages. 

A.    COBBON. 

The  foregoing  report  of  Senator  Gorbon  has  not  before  been  trans- 
lated into  English,  so  far  as  we  are  informed.  Senator  Tolain's  report, 
which  follows,  has  been  reprinted  by  the  British  Royal  Commission 
on  Technical  Instruction,  and  by  the  United  States  Bureau  of  Educa- 
tion. We  borrow  here  the  translation  of  the  former : 

Monsieur  LE  PBEFET  : 

SIB  :  This  (second)  sub-commission  was  appointed  to  examine  into  the  question 
of  Apprenticeship  Schools,  and  they  unanimously  recognized  the  necessity  for 
establishing  these  useful  institutions. 

Various  causes  have,  since  the  year  1789,  successively  contributed  to  lower  the 
standard  of  technical  knowledge  and  of  manual  dexterity  among  workmen.  For- 


440  REPORT  OP  THE 

merly  the  classes  organized  by  each  trade  association,  and  the  execution  of  certain 
"master-pieces,"  which  required  both  from  the  journeymen  and  from  the  master, 
constituted  a  system  of  true  technical  instruction,  which,  ho\vever,  disappeared 
with  the  revolution. 

In  some  trades,  it  is  true,  the  status  of  "journeyman"  survives,  but  it  has  been, 
and  still  is,  steadily  on  the  decline;  industrial  changes  and  facilities  of  intercom- 
munication are  gradually  tending  to  its  total  abandonment  throughout  France. 

Division  of  labor,  meanwhile,  has  become  more  developed  every  day,  increasing 
the  number  of  "specialties,"  until  each  operation  is  reduced  to  a  trade  of  itself. 
Finally,  the  steam  engine  has  conduced  to  the  establishment  of  large  factories, 
where  the  machine  tool  plays  the  most  important  part,  machine  work  gradually  re- 
placing hand-labor  and  transforming  the  artisan  into  a  specialist  and  the  workman 
into  a  laborer.  Such  then  are  the  causes  which,  to  the  great  regret  of  our  manufac- 
turers, are  steadily  diminishing  the  number  of  skillful  and  intelligent  workmen 
in  all  branches  of  industry  and  art  manufacture. 

Again,  the  workshops  where  private  industries  are  conducted  no  longer,  except 
in  a  few  rare  instances,  adopt  the  system  of  a  true  apprenticeship.  The  majority  of 
manufacturers  have  given  up  taking  apprentices  ;  the  lads  they  employ  are  set  to  a 
special  class  of  work,  often  of  the  most  insignificant  kind  ;  receive  remuneration 
from  the  first ;  and,  by  mutual  consent  of  the  parents  and  employer,  the  contract  of 
apprenticeship  is  abandoned  for  one  of  hire. 

A  revolution  of  this  nature  in  the  methods  of  production  threatens  above  all  the 
prosperity  of  French  industry,  and  more  particularly  the  welfare  of  that  of  Paris. 

Among  the  trades  and  handicrafts,  embracing  art  applied  to  industry  and  to  ob- 
jects of  luxury,  owing  to  the  applications  of  science  and  the  employment  of  machine 
tools,  the  articles  produced  assume  a  uniformity  of  character  which  diminishes,  in 
a  marked  manner,  their  artistic  value,  and  facilitates  foreign  piracy  and  imitation. 

The  Germans,  the  Belgians,  the  Americans,  discover  by  means  of  new  systems  of 
working,  and  by  the  aid  of  improved  tools,  a  means  of  appropriating  to  themselves, 
with  little  expense,  patterns,  the  production  of  which  has  often  been  very  costly  to 
our  manufacturers. 

These  disadvantages  are  equally  serious  from  a  moral  point  of  view.  The  work- 
man, deprived  of  the  most  noble  part  of  his  calling  (the  creative  portion  of  the  work 
being  from  henceforth  reserved  for  the  engineer  and  the  artist),  his  own  ideas  dis- 
pensed with,  reduced  to  mere  imitation,  arid  condemned  to  labor  of  the  most  me- 
chanical kind,  lalls  by  degrees  into  a  species  of  mental  sloth  which  renders  him 
unfit  for  any  intellectual  effort.  Labor  soon  becomes  to  him  subjection  to  an  aim- 
less toil,  from  which  he,  too  frequently,  seeks  to  escape. 

In  view  of  this  condition  of  affairs  the  Commission  recognized  that  what  was 
needed  was  not  a  system  of  technical  education  in  favor  of  a  privileged  few,  des- 
tined to  become  foremen  or  managers  of  works,  but  to  raise  the  standard  of  theoreti- 
cal and  practical  technical  knowledge  among  all  classes  of  workmen. 

The  Commission,  having  in  view  a  generalized  system  of  education  applicable  to 
both  boys  and  girls,  had  to  consider  the  financial  aspect  of  the  question.  Doubtless 
it  is  the  business  of  the  municipal  council  to  lemove  the  inherent  difficulties  in  the 
way  of  establishing  new  institutions,  in  accordance  with  the  State  of  its  finances ; 
but,  notwithstanding  the  great  resources  of  the  city  of  Paris,  it  is  evident  that  we 
must  proceed  gradually,  and  the  method  to  be  adopted  is  not  a  matter  of  indiffer- 
ence. 

In  the  first  place  we  were  enabled  to  establish  the  fact  that  the  various  industries 
carried  on  in  Paris  may  be  divided  into  two  great  categories,  viz  :  Parent  industries 
and  special  industries.  It  is  certain,  for  instance,  that,  for  working  in  wood  and 
iron,  a  systematic  education,  both  theoretical  and  practical,  would  give  to  a  lad 
leaving  a  municipal  apprenticeship  school,  such  as  the  school  of  La  Vilette,  the  op- 
portunity of  following  several  trades  and  specialties ;  whilst  on  the  other  hand, 
workmen  in  such  important  industries  in  the  clothing  trades,  as  tailors,  shoemakers, 
hatters,  etc.,  are  confined  to  their  own  respective  special  branches. 

Now  it  is  more  particularly  in  the  parent  industries,  comprising  various  trades  or 
specialties,  having  numerous  points  of  resemblance,  the  work  in  which  is  of  a  simi- 


INDUSTRIAL  EDUCATION  COMMISSION.  441 

lar  character,  and  renders  necessary  to  a  great  extent,  the  same  class  of  tools,  that 
the  system  of  apprenticeship  is  gradually  disappearing  ;  whilst  employers  are 
powerless  to  remedy  the  evil,  however  sincere  may  be  their  desire  to  do  so.  For 
these  great  industries,  the  only  means  of  raising  the  standard  of  technical  knowl- 
edge is  the  establishment  of  apprenticeship  schools. 

With  these  facts  before  us,  a  difficulty,  however,  still  remained  to  be  overcome. 
So  long  as  hand  labor,  or  speaking  more  accurately,  the  handling  of  the  principal 
tools,  forms  no  part  of  the  education  given  in  elementary  schools,  the  apprentice- 
ship schools  will,  in  a  great  measure,  be  recruited  in  a  haphazard  way,  since  no 
opportunity  will  have  been  afforded  for  discovering  the  natural  aptitudes  of  the 
pupils  and  determining  their  future  vocations.  Thus  the  education,  however  well 
organized,  will  not  give  such  results  as  might  otherwise  reasonably  be  expected. 

Without  such  preparation  it  is  impossible  to  discover  whether  the  pupil  is  spe- 
cially fitted  for  work  requiring  precision  or  taste,  for  trades  necessitating  mathemat- 
ical knowledge  or  artistic  feeling.  This  difficulty  is  destined  to  be  overcome  by  de- 
grees, in  proportion  as  manual  work  becomes  extended  in  the  workshops  annexed 
to  elementary  schools  (and  by  this  means  we  shall  certainly  be  able  to  shorten  the 
erm  of  apprenticeship  by  one  year) ;  this  difficulty,  however,  must  be  encountered 
at  the  beginning,  arid  may  give  rise  in  some  minds,  to  doubts  as  to  the  real  value  of 
the  education  to  be  obtained  in  apprenticeship  schools. 

Without  departing  from  the  principle  already  laid  down,  the  Commission  proposes 
to  group  together  in  the  same  apprenticeship  school  a  certain  number  of  trades ;  the 
programme  of  the  school,  whilst  giving  the  same  instruction  during  the  first  year 
to  all  the  apprentices,  would,  in  the  second  year,  enable  them  to  apply  themselves 
specially  either  to  works  of  precision  or  to  those  requiring  artistic  taste. 

Inspired  with  this  idea,  the  Commission  proposes,  by  way  of  example,  to  establish 
an  apprenticeship  school  for  the  furniture  trades  in  the  Faubourg  St.  Antoine,  which 
would  produce  workers  in  wood  who,  according  to  their  natural  aptitudes,  would 
take  up  either  the  trade  of  a  carpenter,  a  cabinet-maker,  upholsterer,  wood-carver, 
inlayer,  etc.  ;  and  workers  in  iron,  who  would  become  lock-smiths,  men  skilled  in 
metal  work  for  cabinet-makers  arid  artistic  lock  makers.  This  example  we  consider 
sufficient  to  indicate  the  object  to  be  aimed  at  with  regard  to  each  large  branch  of 
Parisian  industry,  viz:  The  grouping  together  of  trades,  which  at  the  commence- 
ment of  the  apprenticeship,  would  require  the  same  theoretical  and  manual  instruc- 
tion, and  would  permit  of  the  distribution,  by  successive  selections  of  the  appren- 
tices in  accordance  with  their  aptitudes,  amongst  the  trades  which  involve  more  es- 
pecially the  knowledge  of  science  or  of  art.  Such  is  the  system  which  the  Commission 
proposes  to  adopt  for  the  present  industries. 

Tt  remained  to  determine  what  should  be  the  conditions  of  admission  to  the  new 
establishment.  It  was  unanimously  resolved  that  the  admission  should  be  abso- 
lutely free.  A  question  then  arose  concerning  the  necessary  qualification.  Two 
plans  were  proposed  ;  the  first  was  that  only  those  pupils  should  be  admitted  to  the 
schools  who  held  a  certificate  of  primary  studies ;  the  second  only  required  the 
student  to  pass  a  special  examination  of  a  very  elementary  character. 

Is  it,  indeed,  certain,  asked  the  partisans  of  the  examination  plan,  that  the  certifi- 
cate can  be  regarded  as  a  guarantee  of  capacity  for  the  exercise  of  a  handicraft  ? 
Assuredly  not ;  all  the  faculties  do  not  follow  the  same  general  groove.  Although 
there  may  be  some  so  constituted  that  they  can  do  nothing  without  having  first  mas- 
tered the  reasons  for  their  actions,  there  are  many,  in  fact  by  far  the  greater  propor- 
tion, who  should  begin  by  practice  and  not  by  theory.  This  is  especially  true  in 
matters  of  education,  where  we  often  proceed  from  sensations  to  thoughts,  from  par- 
ticular lacts  to  general  laws,  to  return  later  from  the  rule  to  its  application. 

To  require  the  certificate  of  primary  studies  would  be  to  limit  the  number  of  com- 
petitors, and  to  reserve  these  new  schools  for  the  children  of  the  less  needy  classes, 
for  those  whose  parents  have  been  able  to  keep  them  at  the  elementary  schools  until 
they  obtained  their  certificate. 

All  men,  however,  who  had  specially  interested  themselves  in  the  question  of 
elementary  education  were  unanimous  in  declaring  the  beneficial  results  arising 
from  the  system  of  certificates.  If  the  certificate  were  not  made  obligatory  for  ad- 


442  REPORT  OF  THE 

mission  into  the  apprenticeship  schools,  competent  judges  feared  that  the  spirit  of 
emulation  would  be  weakened.  That  this  distinction  is  a  powerful  stimulus  to  ex- 
ertion is  proved  by  the  fact  that  the  number  of  certificates  distributed  yearly  is 
always  increasing.  These  reasons  appeared  conclusive,  and  the  obligatory  produc- 
tion of  the  certificate  was  adopted  by  the  commission. 

According  to  the  calculations  of  a  member  of  the  commission,  Mr.  C.  Lucas,  an 
architect  who  is  fully  competent  to  form  an  opinion,  and  who  has  devoted  himself 
with  the  utmost  attention  to  this  question,  it  appears  that  the  cost  of  establishing  an 
apprenticeship  school  (without  reckoning  the  site)  would  amount  to  a  sum  varying 
from  $360  to  $400  per  apprentice,  according  as  the  number  of  apprentices  varied  from 
one  hundred  to  three  hundred.  It  is  necessary  to  observe  that,  in  the  opinion  of 
the  commission,  and  according  to  Mr.  Lucas'  plans,  the  class-rooms  and  amphithe- 
atres could  be  so  arranged  as  to  accommodate  a  number  of  students  attending  eve- 
ning classes,  double  that  of  the  apprentices. 

The  special  reports  appended  to  the  present  one,  concerning,  the  three  schools  for 
boys  which  the  commission  proposes  to  establish,  contain  detailed  and  precise  in- 
formation relating  both  to  the  programme  to  be  followed  and  to  the  apparatus  re- 
quired. From  these  it  would  appear  that,  for  the  supply  of  both  large  and  small 
tools,  an  average  outlay  of  from  $10  to  $14  per  apprentice  would  be  necessary,  ac- 
cording to  the  trade.  Finally,  the  accounts  of  the  school  at  La  Vilette  show  that  the 
annual  expenditure  will  amount  to  $50  per  apprentice. 

As  regards  special  trades  the  commission  is  of  opinion  that  the  manufacturers 
should  themselves  take  the  initiative,  and  it  observes  with  satisfaction  that  in  several 
industries  the  employers  have  not  awaited  its  advice,  but  have,  in  some  instances 
already  established,  or  are  ready  to  establish,  workshops  for  apprentices,  whilst 
others  are  engaged  in  organizing  classes  to  supplement  the  practice  obtained  in  the 
workshop  with  theoretical  instruction.  In  such  cases,  aiter  having  taken  into  con- 
sideration the  programme  adopted  by  the  founders,  and  after  having  examined  the 
guarantee  given  for  the  organization. of  a  sound  apprenticeship,  the  municipal  coun- 
cil might  come  forward  with  a  grant,  on  condition  that  its  supervision  were  accepted 
and  made  efficacious,  and  that  the  apprentices  were  selected  from  among  the  pupils 
who  had  passed  through  the  workshop  attached  to  the  elementary  school. 

In  the  case  of  schools  for  boys,  the  commission  has  confined  its  labours  to  three 
schemes.  It  would,  indeed,  have  no  further  interest  in  continuing  its  enquiries  if 
the  municipal  council  were  not  to  agree  in  principle  to  the  proposed  system. 

The  first  would  be  a  school  of  furniture  and  locksmith's  work,  situated  in  the 
Faubourg  St.  Antoine,  comprising  workshops  for  carpentry,  cabinet-making,  inlay- 
ing, chair-frame  making,  wood  carving,  builders'  ironwork,  cabinet  lock,  artistic 
lock  making,  &c.  (Report  of  M.  Coughny.) 

The  second  would  be  a  school  for  engineers  and  wood-workers,  to  be  established 
on  the  left  bank  of  the  Seine,  after  the  model  of  the  school  of  La  Vilette,  but  with 
certain  additions  which  would  permit  of  a  larger  field  of  instruction.  These  addi- 
tions would  comprise  stone-cutting  and  working,  timber  construction,  foundry 
work,  also  iron  and  tin-plate  working,  roofing  and  plumbing  ;  which  would  make 
of  this  school  a  thorough  apprenticeship  school  for  the  building  trades.  (Report  of 
Mr.  Henry  Lepaute. ) 

The  third,  to  be  situated  in  the  centre  of  Paris,  would  combine  the  following 
specialties :  scientific  instruments,  optical  and  mathematical  instruments,  tele- 
graphic apparatus,  small  machinery,  clock  making,  surgical  instruments,  &c.  (See 
Mr.  Bourbouze's  report,  specially  relating  to  scientific  instruments.) 

The  commission  would  have  accomplished  but  half  its  task  if  it  had  not  consid- 
ered the  question  of  apprenticeship  schools  for  girls  ;  but  as  women's  work  does  not 
present  such  diversity  and  so  many  complications  as  men's  work,  Messieurs  E. 
Ferry,  de  Heredia,  Marienval  and  Charles  Lucas,  who  have  especially  occupied 
themselves  with  this  question,  have  drawn  up  one  general  programme  which  might 
be  adopted  in  various  quarters  of  Paris.  (See  data  relating  to  the  apprenticeship 
school  for  girls,  collected  by  Mr.  Charles  Lucas. ) 

The  Commission,  as  you  will  perceive  from  its  report,  wishes  to  make  this  ap- 
prenticeship school  a  school  also  for  domestic  training.  Girls  going  into  workshops 


INDUSTRIAL  EDUCATION  COMMISSION.  443 

at  an  early  age  accustom  themselves  afterwards  only  with  much  difficulty  to  dom- 
estic duties,  and  further,  owing  to  the  want  of  elementary  knowledge  of  these  sub- 
jects, they  are  unfitted  to  undertake  them.  We  hope  that  the  programme  proposed 
will  improve  this  condition  of  things. 

The  educational  authorities  ("  Direction  de  V Enseignement"')  have  transmitted 
to  us  several  other  schemes  for  the  establishment  of  apprenticeship  schools,  but  as 
they  differ  too  widely  from  the  plan  adopted  by  the  Commission,  we  have,  notwith- 
standing their  undoubted  merit,  been  unable  to  recommend  them. 

The  same  may  be  said  of  the  private  workshops  for  which  a  grant  was  asked  from 
the  municipal  council. 

In  concluding,  we  have  to  tender  our  thanks  to  the  officers  of  public  instruction, 
who,  by  their  intelligent  zeal,  have,  in  conjunction  with  the  municipal  council,  suc- 
ceeded in  establishing  the  first  apprenticeship  school  of  the  city  of  Paris,  viz.,  The 
Municipal  School  for  Apprentices  in  the  Boulevard  de  la  Vilette.  This  school,  like 
all  new  institutions,  encountered  certain  difficulties  at  the,  beginning  which  were 
fortunately  overcome. 

The  experience  thus  acquired  ought  to  be  made  use  of  in  establishing  the  new  in- 
stitutions, and  we  may,  therefore,  add  the  following  remarks  : 

The  majority  of  the  children  going  into  the  apprenticeship  schools  will  belong  to 
parents  with  large  families.  Under  these  circumstances,  good-will  alone  on  the  part 
of  the  parents  will  not  suffice  to  maintain  the  apprentice  for  three  years  without  any 
remuneration  whatever.  It  happens  too  often  that  a  good  apprentice,  belonging  to 
a  poor  family,  may  be  compelled  to  quit  the  apprenticeship  school  at  the  end  of  the 
first  or  the  second  year,  that  is,  as  soon  as  he  has  received  sufficient  instruction  to 
enable  him  to  earn  something  at  a  trade. 

Industry  would  in  this  manner  be  supplied  with  imperfectly  trained  workmen  in 
spite  of  the  considerable  sacrifices  undertaken  by  the  city  of  Paris.  For  these  rea- 
sons, therefore,  and  prompted  by  the  experience  gained  at  the  school  of  La  Vilette, 
the  Commission  deem  it  desirable  to  point  out  how  the  evils  of  a  premature  with- 
drawal from  the  apprenticeship  school  may  be  averted. 

From  the  beginning  of  the  second  year  the  school  might  furnish  gratuitously  to 
all,  or  to  a  certain  number  of  the  apprentices,  the  mid-day  meal,  and  in  the  third 
year  add  a  small  weekly  remuneration.  If  the  resources  of  the  school  permitted  of 
this,  a  savings  bank  book,  or  a  fixed  sum,  might  be  allowed  to  the  apprentice,  either 
to  assist  him  till  he  can  earn  his  living  in  a  factory,  or  to  enable  him  to  provide  him- 
self with  tools  in  the  cases  where  this  expense  falls  upon  the  workmen. 

If  the  ideas  herein  set  forth  should  be  of  value  to  the  development  and  progress  of 
industry,  the  Commission,  Monsieur  le  PreTet,  will  have  to  thank  you  sincerely  for 
the  opportunity  that  has  been  afforded  to  it  of  being  useful  to  its  country. 

A.  TOLAIN  (Senator.) 

It  will  be  observed  that  the  foregoing  reports  deal  respectively  with 
two  distinct  phases  of  the  subject :  its  feasibility  and  desirableness, 
first,  as  a  branch  of  training  in  connection  with  the  ordinary  studies 
of  the  primary  schools,  with  pupils  ranging  from  6  or  7  to  13  years  of 
age;  second,  as  a  special  branch  of  what  is  now,  in  France,  generally 
called  "professional"  instruction,  carried  op  in  separate  establish- 
ments, under  the  joint  control  of  the  departments  of  Public  Instruc- 
tion and  of  Commerce  and  Industry,  and  having  an  educational  as 
well  as  a  technical  or  industrial  aim. 

The  term  ''primary"  schools  as  used  in  the  French  system  has  a 
more  extended  meaning  than  in  the  United  States.  There  it  desig- 
nates, in  general,  the  entire  range  of  compulsory  public  education. 

When  the  pupil  has  completed  this  "  primary  "  course,  he  (or  she) 
is  at  liberty  to  begin  the  occupations  of  life,  or  to  enter  a  "  superior 


444  REPORT  OF  THE 

primary  school,1"  or  "  a  manual  school  of  apprenticeships—both  of  the 
latter  being,  however,  in  the  eye  of  the  law  u  primary  "  schools  but 
something  more.  To  such  a  school  no  one  is  admitted  without  a  cer- 
tificate showing  that  he  has  completed  the  "primary"  studies  pre- 
scribed by  law.  The  course  continues  three  years.  The  first  year  is 
devoted  to  a  continuation  of  the  principal  branches  of  previous  study, 
and  to  a  course  of  training  in  the  elementary  branches  of  working 
in  wood  and  iron.  During  the  second  and  third  years,  the  educational 
studies  are  continued  and  the  "  professional "  studies  become  more 
specialized,including  the  elements  of  various  trades,  as  cabinet  making, 
harness  making,  watch  making,  jewelry,  etc.,  etc.  The  courses  of  train- 
ing are  based  upon  the  idea  that  youth,  at  the  age  of  11  to  13  required  lor 
admission,  can  profitably  choose  and  enter  upon  a  fixed  employment, 
without  unlearning  everything  else  ;  that  they  can  become  virtually 
apprentices  without  ceasing  to  be  pupils ;  that,  with  a  proper  distri- 
bution of  time,  they  can  acquire  the  practical  training  of  workmen 
without  losing  the  intellectual  habits  which  form  the  man.  Such  in- 
stitutions are  designed  to  be  at  once  schools  and  workshops;  mainly 
schools  at  first,  but  more  and  more  workshops  as  the  course  advances. 

While  they  are  "  manual  schools  of  apprenticeship."  they  have  not 
in  view  apprenticeship  to  a  special  trade,  so  much  as  so  secure  the 
dexterity  and  the  technical  knowledge  necessary  for  youth  who  are 
destined  to  engage  in  any  of  the  manual  professions.  These  schools 
are  mostly  established  and  supported  by  the  municipalities  under  the 
supervision  and  with  the  aid  of  the  National  Government. 

The  working  of  the  system  in  its  various  branches  is  best  shown,  of 
course,  in  the  city  of  Paris.  What  is  being  done  there  was  very  fully 
shown  in  a  paper  entitled  "  Professional  Instruction  in  the  City  of 
Paris,  read  by  M.  Desmoulins,  before  the  Congress  International 
ayant  pour  objet  V  Enseignement  Technique*  etc.,  held  at  Bordeaux, 
September,  1886,"  of  which  we  give  here  a  translation : 

"  My  purpose  is  to  make  you  acquainted  with  the  actual  state  of 
industrial,  commercial  and  technical  instruction  in  Paris  and  in  the 
Department  of  the  Seine.  I  have  some  right  to  occupy  you  with  this 
subject  since  I  belong  to  the  Municipal  Council  of  Paris,  and  the 
council  genera]  of  the  same,  and  am  the  reporter  of  the  Budget 
relating  to  instruction.  It  is  a  difficult  matter,  and  it  will  be  necessary 
for  me  to  cite  figures.  In  this,  I  ask  your  indulgence.  The  city  of 
Paris  has  an  annual  budget  of  instruction  which  is  not  less  than 
25,000,000  francs.  This  budget  includes  all  the  expenses  of  public 
instruction  of  the  city  of  Paris,  but  most  of  these  expenses  have  a 
very  great  utility  in  respect  to  industrial,  commercial  and  technical 
instruction,  so  that  in  speaking  of  them  I  shall  not  for  a  moment 
depart  from  the  principal  question  which  is  presented  to  us.  At 
Paris,  primary  instruction  is  given  in  the  following  establishments  : 

126  maternal  schools. 


INDUSTRIAL  EDUCATION  COMMISSION.  445 

17  infant  schools. 

174  primary  schools  for  boys. 

175  primary   schools   for  girls,  making  a  total  of  492  schools  for 
primary  instruction,  in  which  about  145,000  pupils  are  taught.     The 
personnel  charged  with  this  instruction  includes  not  less  than  3,000 
members.     About  1,500  men  and  1,500  women.     The  appropriation 
required  for  their  payment  is  about  9,500,000  francs.     The  maternal 
schools  have  succeeded  the  ancient  Asiles  which  were  only  refuges. 
The  most  of  these  schools  are  now  provided  with  Froebel's  apparatus. 
Lessons  in  things  are  there  given,  which  are  in  many  respects  a  tech- 
nical instruction.     Singing  and  drawing  are  taught.     One  of  the  in- 
spectors of  drawing,  M.  Ottin,  the  eminent  sculptor,  has  already  in- 
troduced into  a  number  of  these  schools  exercises  which  are  a  verita- 
ble gymnastic  for  the  eye,  the  thought  and  the  hand,  and  which 
familiarize  the  pupils  little  by  little  with  those  elements  of  drawing 
which  will  permit  them  later  to  attain  the  '4  writing  of  form."    There 
can  be  seen  at  this  moment  in  Paris,  at  the  Exposition  of  Decorative 
Arts,  copy  books  and  show  cases  filled  with  drawings  of  little  boys 
and  girls  from  6  to  8-J  years  of  age,  very  remarkable  for  ingenuity, 
steadiness  of   hand    and  originality.     I   think  manufacturers  could 
make  use  of  some  of  them  for  stuffs,  embroideries,  etc.    My  colleague, 
M.  Chabert,  will  speak  to  you  presently  of  the  services  which  these 
elementary   exercises   render   to  our  education.     Of   the  174  boys' 
schools,  95  are  already  provided  with  workshops — 90  for  wood  work, 
and  5  for  iron.     It  is  not  the  purpose  there  to  teach  trades.     The 
design  is  to  give  the  pupils  a  primary  technical  instruction  in  order 
to  secure  them  a  general  and  practical  knowledge  of  materials  and 
tools.     I  regret  that  similar  shops  are  not  yet  established  in  all  the 
schools.     Up  to  the  present  time  these  workshops  have  been  used 
outside  of  school  hours.     The  work  was  performed  in  the  morning 
before  the  beginning  of  the  classes,  and  in  the  evening  after  their 
close.     The  inconvenience  of   this   system   struck   the   department 
council  of  public  instruction,  which  has  just  arranged  the  basis  of  a 
new  distribution  of  time  according  to  which  the  manual  tasks  will 
take  place  in  the  daytime,  and  will  become  a  part,  in  the  same  way 
as  gymnastics,  of  the  regular  studies  of  the  school.     This  new  schedule 
is  to  be  applied  very  soon,  and  the  city  of  Paris  will  find  itself  ob- 
liged for  this  purpose  to  provide  shops  for  19  boys'  schools  which  do 
not  yet  possess  them.     I  would  wish  you  to  observe  carefully  the 
necessity  of  placing  tools  in  the  hands  of  our  children.    This  gives 
opportunity  for  a  multitude  of  practical  demonstrations  which  belong 
to  science,  but  which  do  not  present  science  under  the  abstract  form 
which  the  child  often  fails  to  understand.     The  question  has  been 
asked  whether  it  is  well  to  introduce  elementary  workshops  into  the 
school,  but  their  utility  has  been  recognized.     We  hope  that  the  city 
of  Paris  will  establish  shops  in  the  174  boys'  schools.     For  the  girls 


440  REPORT  OF  THE 

the  thing  is  more  simple.  The  law  of  1882,  at  the  same  time  that  it 
introduced  elementary  labor  into  the  schools  for  boys,  introduced  cut- 
ting and  fitting  into  all  the  schools  for  girls.  The  result  is  that  the 
175  of  which  I  speak  are  veritable  little  shops  of  cutting  and  fitting. 

1  now  come  to  speak  of  infant  schools  of  which  the  city  of  Paris 
has  17.  Little  children  are  there  taught  the  elements  of  knowledges 
which  will  be  useful  to  them  later.  There  is  nothing  more  delightful 
than  to  watch  the  eagerness  of  these  little  children  in  their  exercises. 
They  fashon  objects  which  later  will  have  an  industrial  utility.  The 
children  question  their  teachers,  and  immediately  obtain  responses. 
They  are  delighted.  They  are  happy  at  school  and  when  any  cir- 
cumstance prevents  their  attendance  they  are  greatly  distressed. 

When  these  little  children  go  from  the  maternal  school  to  enter  the 
primary  school,  they  find  themselves  restricted  by  the  great  number 
of  their  companions,  by  a  discipline,  a  silence,  a  stiffness  which  have 
nothing  in  common  with  what  they  have  seen  in  the  maternal  school. 
By  means  of  these  17  infant  schools,  municipal  council  has  intended 
to  fill  up  the  gap  which  exists  between  the  maternal  school  and  the 
primary  school.  These  schools  are  directed  by  women.  Pupils  are 
received  from  6  to  9  years  of  age,  and  an  important  service  is  rendered 
to  them.  The  methods  of  the  maternal  school  are  there  continued 
in  a  certain  degree.  The  intelligence  of  the  children  begins  to  de- 
velop, their  memory  is  made  more  sure,  their  judgment  is  formed. 
It  is  said :  "  These  children  will  regard  a  woman  as  beneath  their  little 
dignity,"  but  the  experiment  has  completely  succeeded.  Women 
have  gifts* for  instruction  which  men  acquire  with  difficulty.  Oar  17 
infant  schools  already  render  such  services  that  the  question  is  raised 
whether  it  will  not  be  feasible  to  entrust  to  women  the  entire  ele- 
mentary course  of  the  primary  schools.  *  *  *  *  Our  existing 
system  of  education  is  made  of  pieces  and  morsels.  It  is  important 
that  it  be  reduced  finally  to  a  single  plan. 

Thus,  with  the  exceptions  indicated,  and  which  are  about  to  disap- 
pear, the  city  of  Paris  has  now  established  technical  instruction  in  all 
its  primary  schools.  See,  now,  what  it  has  done  for  a  more  advanced 
grade.  In  the  first  place  comes  the  College  Rollin,  a  city  college  in 
which  are  taught  the  subjects  which  appear  in  the  programme  of  the 
University.  We  may  say  that  the  College  Rollin  is  a  State  College. 
The  only  privilege  the  city  has  is  to  pay  the  expenses.  The  direction 
of  it  belongs  to  the  University. 

The  College  Chaptal  is  more  a  city  college.  There  we  prepare  a 
great  number  of  young  people  for  commerce.  Some  go  to  the  poly- 
technic, school;  two  or  three  have  been  received  there  this  year. 
Forty-five  or  forty- six  of  the  students  have  been  graduated  as  bache- 
lors of  science  or  bachelors  of  letters  this  year.  These  two  colleges 
instruct  about  2,400  youth. 


INDUSTRIAL  EDUCATION  COMMISSION.  447 

I  come  now  more  particularly  to  the  Superior  Primary  Schools, 
namely :  The  Turgot,  Colbert,  Lavoisier,  J.  B.  Say  and  Arago. 

The  better  scholars  of  the  Primary  Schools  are  admitted  gratuitously 
to  the  Superior  Primary  Schools.  These  schools  are  in  many  res- 
pects professional  schools.  There  are  prepared  especially  commer- 
cials and  employes.  In  the  Turgot,  there  are  810  pupils  ;  in  the  Col- 
bert, 714;  in  the  Lavoisier,  480 ;  in  the  J.  B.  Say,  683;  in  the  Arago, 
476 ;  making  for  all  these  schools  about  3,163  boys.  Paris  has  also  a 
superior  primary  school  for  girls,,  which  counts  not  less  than  280 
pupils  (Rue  de  Jouy).  The  most  of  our  schools,  except  the  Roliin, 
have  workshops  for  manual  labor.  This  preparation  is  useful,  for  the 
greater  number  of  our  pupils  devote  themselves  later  to  those  indus- 
trial arts  which  form  the  principal  wealth  of  Paris.  Moreover,  it  is 
for  us  of  the  highest  importance  in  a  moral  point  of  view,  to  accustom 
all  our  youth  to  labor,  and  to  direct  them  toward  careers  which  might 
otherwise  be  called  menial.  It  is  not  for  nothing  that  so  experienced 
a  city  as  Paris  endeavors  to  destroy  in  their  sources  the  causes  of  un- 
easiness, by  showing  to  all  the  Parisian  youth  that  they  are  summoned 
to  the  great  honor  of  contributing,  by  laborious  activity,  to  all  which 
can  elevate  the  nation.  It  is  time  at  last  to  elevate  labor  to  the 
height  which  it  ought  to  occupy. 

I  come  now  to  the  course  for  adults.  The  city  maintains  courses 
for  adults  and  commercial  courses.  The  former  are  taken  at  Paris  by 
less  and  less  numbers.  The  commercial  courses  on  the  other  hand 
render  services  which  the  public  appreciates  more  fully  day  by  day. 
It  is  necessary  to  note  also  courses  maintained  by  various  societies  of 
instruction — polytechnic,  philotechnic,  etc.,  which  are  supported  with 
great  eagerness  by  the  Parisian  youth.  Accordingly,  the  Municipal 
Council  each  year  diminishes  the  sums  appropriated  to  the  adult 
courses,  and  increases  those  for  the  commercial  courses,  and  for  the 
public  societies.  Instruction  in  drawing  costs  the  city  of  Paris  almost 
1,000,000  francs.  I  recognize,  however,  that  this  instruction  does  not 
produce  all  the  results  to  be  desired.  The  professors  are  men  of 
ability.  They  are  mostly  animated  by  the  most  laudable  zeal,  but 
they  rightly  complain  of  defective  methods  in  the  succession  of 
classes.  In  reality,  they  give  their  instruction  in  the  principal  courses 
of  the  primary  schools,  but  too  large  a  number  of  their  pupils  have 
received  in  the  elementary  instruction  and  secondary  courses  only  a 
too  incomplete,  and,  in  the  majority  of  cases,  badly  directed  prepa- 
ration. The  result  is  a  notable  loss  of  time  and  effort.  I  ought  to 
add  that  by  force  of  ability  and  perseverance  the  professors,  in  spite 
of  these  obstacles,  obtain  remarkable  results.  The  workmen's  expo- 
sition, and  the  exposition  of  the  arts  applied  to  industry,  enable  the 
public  to  judge  of  this  progress.  Works  produced  in  the  day  classes, 
and  in  the  evening  courses  are  there  exposed.  The  articles  produced 
by  the  scholars  of  the  courses  of  the  Rue  Sainte-Elisabeth,  and  of  the 


418  REPORT  OF  THE 

Municipal  School  for  the  application  of  the  fine  arts  to  industry — 
Rue  des  Petits-Hotels — attract  attention  everywhere.  This  last  school 
includes  four  shops:  1.  for  pottery;  2.  for  wood-cutting  and  stone- 
cutting  ;  3.  design  on  materials,  stuffs,  etc. ;  4.  decorative  painting. 
Thus,  in  these  schools,  the  young  people  who  labor  in  the  workshops 
all  day  can  in  the  evening  pursue  the  course  of  the  history  of  art 
They  are  taught  the  elements  of  the  different  arts  applied  to  industry. 
For  example:  what  was  a  vase  among  the  Greeks;  what  it  became  at 
the  Renaissance.  The  professor  draws  upon  the  board  the  outline  of 
the  object;  the  pupils  copy  it  in  their  albums  and  note  the  explana- 
tions given.  One  may  then  say  to  these  young  people:  u make  a 
wash  basin,  an  ink  stand,  or  any  industrial  object  whatever."  They 
are  directed  as  to  the  epoch  which  they  are  to  represent,  and  are  then 
left  absolutely  free.  I  have  seen  compositions  thus  made.  Not  only 
did  the  drawing  recommend  itself  by  its  conception  and  skill,  but  still 
further  it  was  marked  and  ready  for  execution.  In  the  presence  of 
such  results,  the  city  of  Paris  has  desired  to  place  within  reach  of 
laboring  youth  schools  which  should  be  open  by  day.  This  is  the  case 
with  the  school  for  the  application  of  fine  arts  to  industry,  Rue  des 
Petits-Hotels.  The  city  of  Paris  has  shown  thus  how  much  it  had  at 
heart  the  great  interests  of  industry  and  of  commerce. 

I  come  now  to  schools  of  apprenticeship.  At  the  head  of  them 
stands  the  school  of  physics  and  chemistry,  which  comprises  90  pupils, 
30  for  each  year.  The  pupils  receive  a  monthly  grant  of  50  francs. 
The  city  is  recompensed  for  these  sacrifices,  and  industry  already  en- 
joys services  rendered  by  the  specialists  sent  from  these  schools. 

Next  comes  the  Municipal  School,  Diderot.  The  circumstances 
under  which  this  school  was  founded  are  not,  I  think,  sufficiently 
known.  Give  me  leave  to  recall  them.  The  jury  of  the  Universal 
Exposition  of  1867,  had  agreed  that  the  quality  of  the  productions  of 
French  industry  was  undergoing  a  decline  which  could  only  be  at- 
tributed to  the  failure  of  apprenticeship.  A  remedy  was  sought. 
The  municipal  commission  of  the  city  of  Paris  voted  a  prize  of  250 
francs  for  each  young  workman  who  had  fulfilled  the  requirements 
of  a  contract  of  apprenticeship  of  3  or  4  years.  Do  you  know  in 
what  proportion  these  prizes  have  been  claimed ?  In  the  proportion 
of  2|  per  cent.  Thus  only  2|  per  cent,  of  the  young  workmen  had 
served  a  regular  apprenticeship.  When  the  council  elect  took  charge 
of  the  municipal  finances,  it  found  in  the  Treasury  about  60,000  francs 
appropriated  to  these  prizes  which  had  not  been  claimed.  It  devoted 
this  sum  to  the  foundation  of  the  school  of  the  Boulevard  de  la  Yil- 
lette  (Diderot).  The  school  Diderot  has  not  less  than  330  pupils; 
eight  trades  are  taught  there — six  of  iron  and  two  of  wood.  The 
principal  difficulty  has  been  to  retain  pupils  in  the  shops  until  the 
end  of  their  third  year.  The  first  year  is  given  to  rotation,  that  is  to 
say  that  during  these  first  11  months,  the  scholar  passes  successively 


INDUSTRIAL  EDUCATION  COMMISSION.  449 

into  the  eight  shops  of  the  school.  This  practice  gives  so  good  re- 
sults by  the  general  and  practical  knowledge  which  it  imparts  to  the 
pupil,  that  in  the  second  year,  when  he  makes  choice  of  a  profes- 
sion, he  becomes  sufficiently  skilful  to  make  his  labor  already  valua- 
ble. The  industrials  of  the  neighborhood  of  the  schools  observed 
these  pupils  of  the  second  year,  and  by  the  attraction  of  a  salary  in- 
duced them  to  engage  in  their  services.  From  this  it  followed  that  a 
very  small  number  of  pupils  completed  the  third  year.  Four  years 
ago  the  school,  which  already  numbered  270  pupils,  did  not  add  to  the 
industries  of  Paris  more  than  25  pupils  of  the  third  year.  The  coun- 
cil of  supervision  appointed  to  the  school  by  the  municipal  council 
attempted  to  overcome  this  difficulty.  They  succeeded  in  providing 
payment  for  the  breakfast  of  about  a  third  of  the  scholars  of  the 
school  [The  Parisian  breakfast  /or  schools  occurs  at  about  11  or  12 
o'clock,  and  is  in  almost  all  cases  taken  at  the  schools,  either  being 
carried  there  by  the  pupils  or  provided  there  free  or  on  a  small  pay- 
ment]. They  organized  a  refreshment  room  [cantine],  made  dis- 
tributions of  prizes,  granted  prizes  to  the  most  meritorious  scholars 
of  the  third  year,  and  gave  them  vacation  trips.  Thanks  to  these 
arrangements  the  school  has  this  year  sent  out  to  industry  75  scholars 
of  the  third  year.  A  diploma  is  given  to  these  scholars  of  the  third 
year  which  is  equivalent  to  a  veritable  certificate  of  apprenticeship. 
This  diploma  is  highly  appreciated  by  the  industrials.  The  present 
month  a  second  school  of  apprenticeship  opens,  the  furniture  school, 
situated  in  the  Rue  de  Reuilly.  Furthermore  the  city  of  Paris  has 
this  year  taken  charge  of  the  orphanage  of  the  Avenue  Philip  Au- 
gustus, in  which  about  100  young  boys  learn  different  trades  in  iron 
and  wood.  Combining  these  numbers  of  pupils,  we  find  : 

School  of  Physics  and  Chemistry, 90 

School  Diderot, 330 

Furniture  school, 6u 

Orphanage,  Philip  Augustus, 100 


Total  (boys  learning  trades), 580 

The  girls  have  not  been  forgotten.  The  city  has  established  or 
adopted  for  them  5  schools  of  apprenticeship  called  professional  and 
housekeeping  schools.  [Menageres] : 

Rue  Fondary, 180  scholars. 

Rue  Bouret, J23       '' 

Rue  Bossuet, 200       " 

Rue  Ganneron, ISO       " 

Rue  de  Poiton, 170       " 

If  we  add  to  these  figures  the  number  of  pupils  in  the  superior 
primary  school  of  the  Rue  de  Jouy,  we  see  that  about  1,083  young 
29  ED.  COM. 


450  REPORT  OF  THE 

girls  are  preparing  for  trade,  lor  cutting,  for  painting  artificial  flowers 
on  porcelain  and  fans,  etc.  Nor  should  I  overlook  the  instruction  in 
domestic  and  household  economy  which  is  given  to  them  both  theo- 
retically and  practically. 

I  cannot  close  without  speaking  to  you  of  the  careers  which  we 
attempt  to  open  to  these  young  girls.  The  first  is  book  keeping ;  also 
in  some  schools  we  have  carried  commercial  courses  as  far  as  possi- 
ble. These  are  so  far  complete  at  present,  that  they  comprise  the  Eng- 
lish Language,  practically  taught.  Drawing  is  perfected  so  far  as  to 
prepare  the  young  girls  for  pottery,  for  painting  on  fans,  for  the  making 
of  artificial  flowers,  and  for  all  other  applications  of  painting.  Then 
comes  cutting.  Already  our  schools  have  sent  their  products  to  the 
national  and  international  expositions  which  have  been  opened  in 
recent  years,  and  have  there  obtained  prizes.  There,  Ladies  and 
Gentlemen,  is  what  the  city  of  Paris  does  with  the  25,000,000  francs 
which  is  appropriated  for  education.  Thanks  to  modern  progress,  all 
good  tendencies  converge  toward  this  result :  to  raise  the  morale  of 
our  country,  to  develop  in  our  youthful  generations  that  which  you 
will  permit  me  to  call  the  primary  virtue — the  love  of  labor — and  it 
is  the  most  encouraging  thing  to  see  great  communities  like  Havre. 
Lyons,  Bordeaux  and  Paris,  encourage  everything  which  is  calculated 
to  place  labor  in  honor.  A  happy  impulse  is  now  impressed  upon  it. 
Let  us  hope  that  the  movement  will  receive  no  check,  and  that  it  will 
prepare  youth  who  will  contribute  more  and  more  to  the  grandeur 
and  true  wealth  of  the  country. 

The  National  Professional  School  of  Vierzon. 

After  the  passage  of  the  law  of  December  11,  1880,  authorizing 
the  establishment  of  Manual  Training  Schools,  the  promoters  of  the 
movement  actively  interested  themselves  in  seeing  that  the  first  steps 
should  be  wisely  taken.  A  commission  was  appointed  May  31, 1881, 
to  prepare  a  plan  of  studies  and  organization  for  such  schools,  with 
Senator  Tolain  as  President.  The  Commission  also  included  M. 
Buisson,  who  is  well  known  in  this  country  and  whose  indefatigable 
and  intelligent  labors  in  behalf  of  public  instruction  in  France  been 
of  inestimable  value ;  M.  Jacquemart,  inspector-general  of  the  Na 
tional  Schools  of  Arts  and  Trades  and  of  Technical  Instruction ;  M. 
Salicis,  of  the  Polytechnic  School,  besides  others  whose  names  are 
not  so  familiar.  On  the  llth  of  the  following  August,  Senator  Tolain 
presented  the  following  report  of  the  Commission,  which  may  be  re- 
garded as  an  expansion  in  one  direction  of  the  general  principles 
discussed  in  the  report  already  given,  pp.  439-43  : 

"This  commission  has  the  honor  to  present  to  you  to-day  the  result  of  its  labors. 
Article  1st  of  the  Law  of  December  11,  1880,  relative  to  the  manual  schools  of  ap- 
prenticeship, is  thus  expressed  :  'The  schools  of  apprenticeship  founded  by  the 
communes  or  the  departments  to  develop  the  necessary  dexterity  and  technical 


INDUSTRIAL  EDUCATION  COMMISSION.  451 

knowledge  in  youth  who  are  destined  to  the  manual  professions  are  placed  in  a 
number  of  schools  of  public  primary  instruction. 

The  public  schools  of  complementary  primary  instruction,  whose  programme  in- 
cludes courses  or  classes  of  professional  instruction,  are  assimilated  to  the  manual 
schools  of  apprenticeship.'  The  Law  of  December  11,  1880,  was  suggested  to  its 
authors  by  the  truthful  remark  that,  in  France,  the  professional  value  of  the  work- 
men of  almost  all  classes  showed  a  tendency  to  decline  since  a  certain  time.  This 
regrettable  condition  of  things,  which  would  involve  for  the  future  of  our  national 
industry  the  gravest  consequences,  is  due  in  great  part  to  the  fact  that  for  various 
causes  mentioned  and  analysed  by  Messrs.  Nadaud  and  Tolain  in  their  reports  to 
the  Chamber  of  Deputies  and  to  the  Senate,  that  apprenticeship  no  longer  exists  so 
to  speak  in  our  country. 

This  situation  could  be  remedied  only  by  encouraging  the  creation  in  industrial 
centers  of  special  professional  schools  for  each  branch  of  industry,  able  to  replace 
and  even  more  than  replace  what  apprenticeship  had  formerly  been  for  young  peo- 
ple. The  utility  of  the  creation  of  such  establishments  needs  no  longer  to  be  shown. 
A  number  of  industrial  centers  have  recognized  it,  and  have  taken  in  this  respect  a 
praiseworthy  initiative.  Thus  there  have  been  founded  at  Paris  the  municipal 
school  of  the  Boulevard  de  la  Villette  (Diderot);  the  school  of  watchmaking ;  at 
Reims,  the  professional  municipal  school  where  dyeing,  spinning  and  weaving  oc- 
cupy theiprincipal  place  ;  at  Nimes,  the  manufacturing  school  for  the  various  tissues, 
which  have  made  the  fortune  of  that  city  :  at  Limoges,  the  school  of  ceramics ;  at 
Douai,  at  Havre,  the  schools  of  apprenticeship,  etc.  This  being  the  situation,  the 
Law  of  December  11,  1880,  has  a  double  purpose  :  First,  to  form  in  the  special  schools 
of  apprenticeship  and  train  for  the  industries  workmen  completely  initiated  to  the 
labor  of  their  profession  ;  Second,  to  give  the  manual  dexterity  and  the  technical 
knowledge  necessary  for  young  people  who  propose  to  enter  the  special  schools  of 
apprenticeship  of  the  secondary  grade. 

It  is  in  this  view,  M.  le  Minister,  that  you  have  been  anxious  to  create  a  National 
School  of  superior  primary  instruction,  and  of  professional  instruction,  preparatory 
to  apprenticeship,  destined  to  serve  as  a  type  for  establishments  of  the  same  kind 
which  will  be  founded  under  the  law.  It  is  the  programme  of  this  school  which 
the  commission  named  by  the  decree  of  May  31,  1881,  has  been  charged  to  elaborate. 
The  commission  was  of  opinion  that  such  an  establishment  should  include  a  Salle 
d'asile,  a  primary  school,  and  a  professional  superior  primary  school ;  furthermore, 
that,  with  a  view  of  preparing  for  the  futu/e  a  body  of  teachers  fitted  to  conduct  the 
practical  exercises  given  in  these  schools,  it  would  be  desirable  for  the  State  to  send 
a  certain  number  of  assistant  masters  of  the  normal  schools  to  spend  in  this  insti- 
tution time  enough  to  acquire  the  knowledges  in  which  they  were  actually  deficient. 
It  was  also  understood  by  the  commission,  that  by  reason  of  the  definite  character 
of  the  projected  schools,  all  specialization  in  manual  instruction  was  to  be  avoided. 
The  projected  school  should  then  include:  1.  The  Salle  d'asile,  receiving  children  from 
3  to  6.  years  ;  2,  The  primary  school  receiving  children  from  7  to  12  years  ;  3.  The 
superior  primary  school,  in  which  children  should  be  admitted  from  12  to  14  years; 
4.  The  section  of  assistant  masters.  The  problem  was  to  determine  a  continuous 
series  of  manual  exercises  during  this  period,  as  a  result  of  which  the  child,  on 
leaving  the  superior  primary  school,  would  find  himself  possessed  of  dexterity  of 
hand,  and  at  the  same  time  of  a  certain  amount  of  technical  knowledges.  The  com- 
mission has  thought  that  the  programme  which  accompanies  the  present  report 
would  answer  this  object.  So  far  as  concerns  the  Salle  d'asile,  the  application  of 
Froebel's  method,  suitably  extended  and  developed,  will  completely  satisfy  all  the 
requirements  of  the  general  plan.  At  the  age  of  7  the  child  enters  the  primary 
school.  He  will  remain  there  until  the  completion  of  his  12th  year,  as  a  rule,  that 
is  to  say  6  years.  In  order  to  form  a  more  exact  estimate  of  the  kind  of  manual 
labors  in  which  children  of  the  primary  school  should  be  exercised,  it  is  proper  to 
consider  the  grade  of  knowledge  which  it  is  desirable  for  them  to  have  on  leaving 
the  superior  school.  The  indispensable.,  theoretical  knowledge  appears  to  us  exactly 
specified  in  the  programme  established  by  the  ministerial  decree  of  January  15, 
1881,  relative  to  the  superior  primary  schools  of  three  years.  As  to  the  practical 


452  REPORT  OF  THE 

knowledge,  the  commission  has  thought  that  it  would  be  possible  to  assure  it  to  the 
pupils  of  the  superior  primary  school  under  favorable  conditions  by  a  progressive 
manual  instruction  which  should  be  limited  to  two  hours  a  day  during  the  first 
year,  but  occupy  almost  the  entire  time  during  the  third.  From  this  observation  it 
lollows  that  it  would  not  be  necessary  to  place  tools  for  working  wood  and  iron  in 
the  hands  of  the  child  before  the  age  of  12  years.  Nevertheless,  there  is  reason  to 
think  that  from  10  years  onward  the  labor  of  the  shop  would  not  bo  injurious  if  pro- 
perly directed,  and  if  one  is  careful  to  place  in  hands  still  weak  and  untried  only  such 
cools  as  are  proportioned  to  the  muscular  strength  of  the  pupil,  and  so  chosen  as  to 
avoid  injuring  the  development  of  an  organism  still  forming.  Children  of  11  and  12 
years  will  then  be  already  familiarized  in  some  degree,  with  most  of  the  tools  em- 
ployed in  wood-working  ;  will  be  exercised  in  turning,  and  will  have  begun  to  use 
the  file.  Skill  and  nicety  of  touch  will  at  the  same  time  be  cultivated  by  the  prac- 
tice of  modeling.  As  for  the  period  from  7  to  10  years,  there  should  be  no  attempt 
to  do  more  than  develop  the  manual  dexterity  of  the  child  by  slight  labors  demand- 
ing almost  no  expenditure  of  physical  strength  ;  drawing,  carving,  the  arrangment 
of  bits  of.  card  in  order  to  obtain  objects  of  various  forms  and  colors  will  exercise  at 
the  same  time  attention,  intelligence  and  ingenuity.  To  these  labors  may  be  joined 
the  execution  of  small  objects  in  basket  work,  and  the  making  of  mechanical  lat- 
tice work,  requiring  the  employment  of  only  a  light  tool.  An  effort  should  be  made 
from  this  period  to  induce  the  pupils  to  make  objects  which  they  can  carry  home, 
and  show  as  their  work.  Some  specimens  marked  with  the  name  of  each  should 
remain  at  the  school,  and  form  the  beginnings  of  a  school  museum.  From  7  to  10 
years,  modeling  should  hold  a  certain  place  in  the  school  exercises.  The  child 
leaves  the  primary  school  and  enters  the  superior  school.  The  age  which  appears 
most  suitable  if  he  is  to  become  a  workman  is  12  years.  The  child  leaving  the 
school  three  years  later  at  15  or  16  years  will  find  himself  in  more  favorable  circum- 
stances either  to  enter  a  special  professional  school  of  the  secondary  grade  or  to  per- 
fect himself  very  readily  as  a  workman  in  industrial  establishments.  The  manual 
exercises  of  the  superior  primary  school  should  have  as  a  foundation,  in  the  opinion 
of  the  commission,  the  working  of  wood  and  of  iron.  In  fact  labor  upon  these 
two  materials  offers  an  almost  unlimited  field  for  the  general  and  unspecialized 
preparation,  which  pupils  ought  to  receive.  The  working  in  wood  and  in  iron  will 
alternate  so  that,  at  the  end  of  the  year,  the  pupil  will  have  been  exercised  during 
two  periods  of  60  days  in  each  of  the  two  shops.  The  two  kinds  of  labor  connected 
in  this  way  will  complement  each  other.  It  is  thus  that  after  having  studied  the 
practice  in  wTood  turning,  one  will  be  able  to  pass  more  readily  to  the  turning  of 
metals,  and  that  after  having  constructed  any  piece  of  joinery  whatever  one  will  be 
better  able  to  meet  the  difficulties  presented  by  the  fitting  of  two  pieces  of  metal. 
In  the  superior  primary  school,  drawing  should  consist,  during  the  first  year,  of 
exercises  in  outline  and  in  color,  the  object  of  which  will  be  to  secure  precision  and 
firmness  of  execution.  In  the  second  year,  architectural  and  ornamental  drawing 
will  be  combined  with  work  in  modeling.  Free-hand  drawing  should  hold  one  of 
the  most  important  places  in  this  branch  of  instruction.  In  the  third  year,  the  ex- 
ercises in  drawing  will  consist  principally  in  sketching  and  in  drawing,  with  sec- 
tions and  sides,  the  different  tools  and  instruments  employed  in  shops.  The  shop 
work  of  the  pupils  will  in  all  cases  be  executed  according  to  sketches  made  by  them 
from  the  pieces  themselves. 

Such  are,  M.  le  Minister,  summarily  expressed,  the  general  ideas  according  to 
which  the  programme,  which  the  commission  has  the  honor  to  submit  to  your  ex- 
amination, has  been. prepared. 

The  question  respecting  the  assistant  masters  of  the  normal  schools,  it  has  seemed 
best  for  the  present  to  reserve." 

[NOTE.  The  course  of  study  recommended  has  already  been  given,  pp.  432-4, 
above.  ] 

On  the  9th  of  July,  1881,  the  President  of  the  Republic  decreed  the 
establishment  at  Yierzon  of  '*  a  National  school  of  Primary  instruc- 
tion and  of  Professional  instruction  preparatory  to  apprenticeship, 


INDUSTRIAL  EDUCATION  COMMISSION.  453 

destined  to  serve  as  a  type  for  institutions  of  the  same  kind,"  as  pro- 
vided for  by  the  law  of  1880.  The  city  had  already  voted  the  funds, 
chosen  the  location,  and  prepared  plans.  In  1883,  the  corner  stone 
of  the  building  was  laid  by  M.  Brisson,  then  President  of  the  Cham- 
ber of  Deputies,  in  the  midst  of  a  distinguished  audience  of  citizens 
and  officials,  and  with  every  circumstance  calculated  to  express  and 
to  increase  public  and  private  interest  in  the  new  institution. 

The  address  of  the  occasion  was  delivered  by  M.  Jules  Ferry,  in 
which  were  set  forth  with  admirable  clearness  the  purpose  of  this 
and  similar  institutions,  and  the  views  of  the  Government  in  fostering 
them  At  the  risk  of  incidental  repetition  of  what  has  been  already 
said,  we  translate  the  address  in  full : 

"  GENTLEMEN  : — The  President  of  the  Chamber  has  already  defined, 
in  excellent  terms,  the  work  of  which  we  here  lay  the  corner  stone. 
If  the  Government  of  the  Republic  has  chosen  the  city  of  Yierzon  in 
order  to  make  here  this  great  and  decisive  experiment,  it  is  because 
Vierzon  is  before  all  and  above  all  a  city  of  labor ;  because  it  owes 
everything  to  labor,  and  from  labor  only  can  expect  its  development 
and  its  future,  and  because,  thanks  to  the  special  situation  which 
nature  has  given  it,  it  unites  and  represents  at  once  mechanical  and 
agricultural  industries.  These  are  the  titles  of  Yierzon  to  the  pre- 
ference of  the  Government.  This  is  why  we  are  founding  here  not 
only  a  school  designed  to  subserve  local  needs,  but  an  institution 
truly  worthy  of  this  name,  National  School,  which  we  have  given  to 
it.  We  wish  to  attempt  here  and  to  realize  on  a  large  scale  an  idea 
which  the  First  Republic  pursued  and  cherished ;  which  it  formulated 
with  remarkable  precision,  and  which  has  found  renewed  favor  in  the 
public  mind  whenever  Democracy  has  made  a  step  in  advance,  as 
well  after  the  Revolution  of  1830,  as  after  that  of  1848.  This  creative 
thought,  this  settled  purpose,  which  had  its  origin  in  our  country 
nearly  a  century  ago  and  which  to-day  finds  itself  realized,  the  idea 
which  should  be  engraved  upon  the  front  of  this  edifice  is,  that  the 
National  School  in  a  democracy  of  progress  like  ours  should  be 
essentially  a  school  of  work. 

"  Yes,  gentlemen,  it  is  from  this  point  of  view  that  we  have  revolu- 
tionized the  school.  We  have  begun  this  beneficial  transformation, 
and  if  the  future  is  granted  to  us,  it  shall  suffer  no  harm  in  our  hands. 

"  The  supreme  purpose,  the  final  aim,  the  essential  mission  of  the 
modern  school  is  the  education  of  this  democracy  of  workingmen 
who  are  not  only  a  majority  in  numbers,  but  whose  vigorous  virtues 
make  the  strength  of  the  country. 

"Thence  arises  the  professional  character  of  our  primary  education 
as  it  is  established  in  the  new  programmes.  I  say  it  aloud,  and  I 
mark  this  fact,  important  to  the  laborers  who  listen  to  me  and  to 
whom  we  can  allow  it  to  be  said  that  our  policy  is,  in  respect  to 
what  concerns  them,  not  barren  or  indifferent.  The  primary  school 


454  KEPORT  OF  THE 

of  to-day  which  we  have  organized  after  the  ideal  entertained  by  the 
French  Revolution — this  little  school  is  from  its  first  hour  professional. 
That  is  to  say,  its  aim  is  to  prepare  the  child  to  become  like  the  im- 
mense majority  of  French  citizens,  a  workman. 

"In  truth,  gentlemen,  what  are  these  new  methods  which  we  see  ap- 
plied in  the  school?  What  are  these  lessons  about  things — these 
school  museums  in  which  the  industry  of  master  or  of  scholars  labors  to 
gather  the  different  products  either  of  the  soil  or  of  the  local  trades  ? 
What  is  all  that  if  not  the  beginning  of  the  first  form  of  professional 
instruction,  the  elementary  preparation  for  that  practical  life,  that 
laborious  life,  which  gives  to  each  man  in  this  France  the  right  to 
carry  his  head  high  and  call  himself  a  citizen. 

u  All  new  programmes  rest  upon  this  double  idea :  First,  That 
primary  education  in  a  Democracy  should  comprise  at  the  outset  a 
general  education,  without  which  there  is  no  durable  specialty,  no 
solid  and  serious  professional  instruction ;  and  in  the  second  place  in  a 
series  of  exercises  tending  to  place  the  child  by  progressive  and  well 
arranged  initiations,  in  contract  with  the  realities  of  life.  To  form 
from  childhood  the  man  and  the  citizen ;  to  prepare  workmen  for  the 
shop,  is  our  task,  and  if  the  present  generation  has  time  to  fulfil  it,  it 
will  be  able  to  rest  gloriously  in  its  grave. 

u  Thus,  gentlemen,  are  passed  the  first  years  of  the  primary  school ; 
but  when  the  primary  course  has  finished  this  first  circle,  as  the  Presi- 
dent of  the  Chamber  just  now  said,  a  singular  and  disturbing  chasm 
(vide)  opens  beneath  the  feet  of  the  youth :  no  more  school,  no  more 
anything  between  his  twelfth  and  thirteenth  year  and  the  beginning 
of  apprenticeship.  It  is  this  chasm  which  we  wish  to  fill  by  the  pro- 
fessional school,  and  it  is  a  typical  professional  school  of  this  order 
that  we  wish  to  establish  here.  I  desire  to  define  clearly  its  charac- 
ter, and  to  estimate  with  precision  its  extent  and  bearing.  We  do 
not  wish  to  create  at  Vierzon  a  professional  school  which  duplicates 
or  which  copies  the  School  of  Arts  and  Trades  of  Chalons,  of  Aix,  of 
Angers.  No,  those  schools  have  a  determinate  end.  They  undertake 
to  form  superintendents — the  sub-officers — for  the  army  of labor ;  here 
we  wish  to  prepare  the  soldiers  for  this  army. 

u  Engineers,  managers  of  works,  designers,  superintendents;  these 
are  the  cadres  of  French  labor  and  industry.  It  is  not  with  these 
that  we  here  preoccupy  ourselves ;  it  is  with  the  great  working  mass 
itself.  It  is  the  laborer  whom  we  wish  to  elevate.  It  is  to  him  that 
we  wish  to  give  a  practical  and  intellectual  education  which  will  ren- 
der him  superior  to  his  daily  task,  and  which,  far  from  disgusting  him 
with  it  or  from  withdrawing  him  from  it,  will  attach  him  to  it  by  a 
bond  more  intimate  and  more  profound. 

uAh !  gentlemen,  I  know  the  old  doctrine — the  aristocratic  doctrine 
— which  said :  It  is  imprudent  to  give  education  to  the  people.  It  is 
imprudent  to  teach  the  workman  anything  beyond  what  is  necessary 


INDUSTRIAL  EDUCATION  COMMISSION.  455 

for  his  daily  task.  He  will  take  a  dislike  to  his  trade  if  he  once  looks 
beyond  its  lowly  horizon.  That,  gentlemen,  is  an.  aristocratic  concep- 
tion and  a  false  conception.  The  democratic  conception — which  is 
ours — is  precisely  antipodal.  We  judge,  in  fact,  that  the  more  the 
workman  shall  be  familiarized  with  the  natural  laws,  of  which  he  is 
too  often  the  ignorant  auxiliary,  the  better  he  will  understand  his 
daily  labor ;  the  more  he  will  honor  and  love  his  trade. 

u  There  is  upon  this  point  a  fine  saying  of  Channing,  one  of  the  men 
who  have  best  loved  the  people  and  best  known  modern  Democracy. 
Channing  has  made  the  remark  that  industrial  labor — the  labur  of 
the  shops — sets  in  operation  incessantly  all  the  discoveries  of  science 
and  all  scientific  notions,  the  oldest  as  well  as  the  newest,  and  he 
recommends  statesmen  to  spread  abroad  in  the  shop  these  scientific 
knowledges,  these  positive  conquests  of  humanity;  for,  says  he, 
*  There  is  no  more  certain  means  of  ennobling  a  manual  profession 
than  by  showing  the  intimate  relation  which  connects  it  with  the 
natural  laws  of  the  world.' 

"To  ennoble  manual  labor,  gentlemen,  is  our  wish  also.  This  purpose 
we  have  inscribed  in  large  letters  upon  our  programmes.  The  pro- 
gramme of  moral  and  civic  instruction  decreed  by  the  Superior  Coun- 
cil of  Public  Instruction  contains  an  article  with  this  title  :  c  The 
Mobility  of  Manual  Labor ;'  and  in  order  that  the  nobility  of  manual 
labor  may  be  recognized,  not  only  by  those  who  exercise  it,  but  by 
the  whole  of  society,  the  surest  and  only  practical  means  have  been 
taken;  manual  labor  has  been  placed  in  the  school,  itself.  Be  well 
assured  that  when  the  plane  and  the  file  shall  have  taken  the  same 
place — a  place  of  honor — by  the  side  of  the  compass,  the  chart  and 
the  book  of  history,  and  shall  be  the  object  of  an  intelligent  and  sys- 
tematic instruction,  many  predjudices  will  disappear;  many  antago- 
nisms of  classes  will  vanish ;  social  peace  will  begin  on  the  benches  of 
the  primary  school,  and  concord,  with  its  radiant  light  will  illuminate 
ihe  future  of  French  society. 

'u  Gentlemen,  the  professional  instruction  which  shall  be  given  here 
will  have  for  its  distinctive  character  not  to  constitute  a  separate  in- 
struction for  any  single  industry.  It  will  be  professional  without 
specialization ;  it  will  teach  the  general  principles  upon  which  all  in- 
dustries rest ;  it  will  associate,  for  example,  the  notions  which  control 
the  iron  industry  with  those  which  direct  the  wood  industry.  During 
the  three  years  which  the  young  pupils  of  Vierzon  shall  pass  in  the 
professional  school,  between  the  twelfth  and  sixteenth  year,  they  will 
become,  without  difficulty — trial  of  which  has  been  made,  the  pro- 
igrammes  arranged  and  time  of  studies  fixed  for  the  present — they 
"will  become  experts  in  these  two  fundamental  branches  of  manual 
labor,  the  working  of  iron  and  of  wood.  And  what  will  be  the  con- 
sequence of  this  general  professional  education,  which  will  not  give  a 


456  REPORT  OF  THE 

trade,  but  which  will  render  the  pupil  capable  of  learning  much  more 
quickly  and  much  better  that  which  he  shall  choose  ? 

u  This  consequence  will  be  double.  In  the  first  place,  it  is  evident 
that  the  duration  of  apprenticeship  will  be  notably  reduced,  which  is 
a  considerable  advantage ;  and,  in  the  second  place,  during  these 
three  years  of  study  the  child  will  have  time  to  do  what  he  can  now 
do,  choose  freely,  and  with  knowledge  of  his  reasons,  the  career  which 
befits  him — determine  his  vocation  ;  finally,  he  will  be  armed  against 
that  danger  of  mechanical  specialty  arising  from  the  unlimited  divi- 
sion of  labor,  which  is  one  of  the  necessities  of  modern  industrial 
progress,  but  the  evil  effects  of  which  it  is  the -object  of  human  wisdom^ 
of  the  wisdom  of  government  and  of  the  teachers  of  the  people,  to 
anticipate  and  to  diminish.  He  will  be  able  then  to  contend  against 
a  tyrannical  specialization ;  he  will  be  able  at  need  to  choose  a  trade, 
and  will  not  be  necessarily  bound  to  the  iron  industry  since  he  will  also 
be  well  prepared  for  working  in  wood. 

"  This,  gentlemen,  is  what  I  desired  to  say  here  of  the  distinctive 
character  and  practical  aim  of  the  new  school.  I  do  not  hesitate  to 
declare  that  it  is  one  of  the  most  popular  and  most  democratic  labors 
which  one  can  undertake  in  these  times,  and  I  add  that  it  is  a  work 
eminently  National.  Professional  instruction  such  as  we  intend  it  to 
be  we  shall  succeed  in  organizing,  for  we  are  marvelously  supported 
by  the  movement  of  public  opinion.  There  are  upon  this  subject 
magnificent  figures  which  I  wish  to  indicate  to  you  in  passing.  Pro- 
fessional instruction  is  already  associated  with  superior  primary  in- 
struction by  more  than  one  bond.  Upon  a  lesser  scale — in  a  less 
complete  way  than  in  our  school  of  Vierzon — it  may  be  regarded  as 
formed,  constituted  and  seriously  established  in  four  hundred  villages 
or  chief  places  of  French  cantons.  And  since  what  time,  gentlemen  ?' 
Since  1879.  In  1879  the  were  forty  superior  primary  schools  and  pro- 
fessional schools  in  France,  which  had  sprung  up  almost  at  random 
through  the  good  will  of  the  municipalities  and  by  the  spontaneous 
movement  of  public  opinion;  and,  since  1879,  without  other  interven- 
tion than  the  holding  out  of  a  friendly  hand,  there  have  been  created 
four  hundred  in  this  land  of  France. 

"  This  instruction,  gentlemen,  which  has,  as  you  see,  so  deep  roots  in 
the  Nation  itself,  responds  to  a  double  interest — a  great  moral  and 
social  interest,  a  great  economic  interest. 

u  Knowledge  is,  for  the  workmen,  without  doubt,  a  great  instrument 
of  power,  of  dominion  over  matter ;  but  it  is  also  a  great  means  of 
quiet  and  pacification.  The  passions  which  foster  anarchy  are  all  the 
daughters  of  ignorance.  To  teach  the  workman  not  only  the  natural 
laws  which  he  employs  in  the  exercises  of  his  trade,  but  to  teach  him 
equally  the  social  law  ;  to  make  him  see  clear  amid  these  economic  phe- 
nomena which  the  adversaries  of  existing  society — which  is,  however, 
the  most  democratic  and  the  most  free  of  societies — seek  to  travesty 


INDUSTRIAL  EDUCATION  COMMISSION. 


'Pte      pt  ''' 

*»  I  \r  457 
» 


or  to  obscure;  to  give  to  the  workman  just  notion 
social  problems,  is  greatly  to  promote  the  solution  of  them.  What 
was  in  other  times  only  a  religious  or  sombre  resignation  to  necessi- 
ties not  understood,  may  become,  through  the  progress  of  knowledge 
and  the  habit  of  reflection,  a  considerate  and  voluntary  adhesion  ta 
the  natural  law  of  things  —  an  adhesion  which  compensates  itself  in 
some  degree,  by  a  more  practical  conception  of  the  means  by  which 
one  can  lighten  its  severity. 

u  I  have  said,  finally,  gentlemen,  that  there  is  in  this  affair  a  great 
economic  interest  to  consider.  Surely  France  is  a  great  laborious 
nation.  It  has  carried  away  great  victories  on  pacific  fields,  in  free 
competition  with  Europe;  but  everything  declares  to  far  seeing  eyes 
that  here,  as  upon  other  fields  of  battle,  we  must  not  sleep  upon  past 
victories.  We  have  all  about  us,  at  our  gates  as  well  as  beyond 
the  Atlantic,  most  formidable  competitions  in  free  labor.  Their 
products  which  reach  us,  the  reports  which  are  made  to  us,  above  all 
the  competition  which  we  meet  in  foreign  markets,  give  us  in  this 
respect  warnings  which  we  must  not  despise. 

"  Thus,  gentlemen,  upon  the  field  of  industrial  battle  as  well  as  upon 
the  other,  nations  can  fall  and  perish  ;  upon  this  field  of  battle  as 
upon  the  other  one  may  be  surprised;  one  may,  by  excess  of  confi- 
dence, by  admiration  of  himself,  or  by  sluggishness  of  the  Public 
Powers,  lose  in  a  brief  time  a  superiority  professionally  uncontested. 
It  is  for  this  great  danger  that  Professional  Industry  in  our  country 
should  prepare.  There  is  no  National  interest  more  important,  and  I 
can  say  and  repeat  here,  gentlemen,  without  fear  of  contradiction  from 
any  one  :  To  elevate  the  shop  is  to  elevate  the  country." 

We  cannot  more  fitly  conclude  our  account  of  this  class  of  institu- 
tions, than  by  quoting  the  words  of  the  British  Royal  Commission, 
which  are  as  applicable  in  the  United  States  as  in  Great  Britain.  They 
say: 

ik  In  the  whole  system  of  French  instruction  your  Commissioners 
have  found  nothing,  except  as  respects  art  teaching,  which  seems  to 
them  to  be  so  worthy  of  attention,  with  a  view  to  their  adaptation  to 
the  special  requirements  of  this  country,  as  these  higher  elementary 
technical  schools.  " 

Laws,  etc.  ,  Relating  to  Manual  Training  Schools. 

The  Law  of  December  11,  1880,  concerning  Manual  Schools  of  Ap- 
prenticeship, has  been  so  often  mentioned,  that  the  following  trans- 
lation will  not  be  without  interest  : 

ARTICLE  1.  Schools  of  Apprenticeship  founded  by  Communes  or  Departments 
to  develop  in  youth  who  are  destined  to  the  manual  professions,  the  necessary  dex- 
terity and  technical  knowledge,  are  placed  among  the  number  of  institutions  of 
public  primary  instruction. 

The  public  schools  of  complementary  primary  instruction,   whose  programme 


458  KEPORT  OP  THE 

comprises  courses  or  classes  of  professional  instruction,  are  assimilated  to  the  Man- 
ual Schools  of  Apprenticeship. 

ARTICLE  2.  The  Manual  Schools  of  Apprenticeship  and  other  schools  at  once 
primary  and  professional,  founded  and  supported  by  the  free  [i.  e.  private]  estab- 
lishments, are  placed  in  the  number  of  establishments  designated  by  Article  56  of 
the  Law  of  March  15,  1850,  as  entitled  to  participate  in  the  appropriations  provided 
by  the  Budget  of  Public  Instruction. 

ARTICLE  3.  The  institutions  designated  in  Articles  1  and  2,  of  the  present  lav/ 
will  be  entitled  also  to  participate  in  such  appropriations  of  the  Budget  of  the  Min- 
istry of  Agriculture  and  of  Commerce,  as  are  designed  for  institutions  of  techni- 
cal instruction. 

ARTICLE  4.  The  programme  of  instruction  of  each  of  these  institutions  is  fixed 
by  decree,  following  a  plan  elaborated  by  the  founders  and  approved  by  the  Minis- 
ters of  Public  Instruction  and  of  Agriculture  and  Commerce. 

ARTICLE  5.  In  schools  founded  by  Departments  or  Communes  the  director  is  ap- 
pointed in  the  same  manner  as  all  public  instructors;  on  the  nomination  of  the 
Municipal  Council  if  the  school  is  founded  by  a  Commune,  or  by  General  Council,  if 
it  is  founded  by  the  Department. 

The  personnel  charged  with  professional  instruction  is  appointed  by  the  mayor  in 
case  of  a  Communal  school,  or  by  the  Prelect  in  case  of  a  Departmental  school,  on 
the  nomination  of  the  Commission  of  Supervision  and  Perfecting  appointed  in  con- 
nection with  the  institution  by  the  Municipal  Council  or  the  General  Council. 

in  private  schools  the  whole  personnel  is  chosen  by  the  founders. 

ARTICLE  6.  A  Rule  of  Public  Administration  will  determine  the  method  of  apply- 
ing the  present  law. 

The  following  provisions  concerning  the  examination  for  a  certifi- 
cate of  fitness  to  give  instruction  in  Manual  Training,  are  translated 
from  the  French  laws  relating  to  public  instruction  : 

ARTICLE  194.  Two  Commissions,  the  one  for  male,  the  other  for  female  candidates, 
are  appointed  each  year  by  the  Minister  of  Public  Instruction,  who  will  examine 
for  the  certificate  of  fitness  to  give  instruction  in  Manual  Work. 

Two  directors  or  professors,  either  of  the  normal  school  or  of  a  superior  primary 
school,  must  constitute  a  part  of  the  Commission  appointed  to  examine  candidates. 

ARTICLE  195.  The  candidates  are  required  to  enroll  themselves  in  Paris  at  the 
Sorbonne,  and  in  the  departments  at  the  office  of  the  Inspector  of  Academie,  to  in- 
dicate the  places  where  they  have  resided  and  the  duties  they  have  performed  for 
the  last  ten  years,  etc. 

ARTICLE  196.  The  register  of  enrollment  is  closed  one  month  before  the  opening 
of  the  session.  The  list  of  candidates  is  announced  by  a  Ministerial  Ordei. 

ARTICLE  197.  The  examination  consists — for  male  candidates — first,  of  a  com- 
position of  geometrical  drawing  :  elevation  of  an  object  in  relief,  and  drawn  exactly 
to  a  given  scale,  or  of  a  sketch  relating  to  an  elementary  problem  in  descriptive 
geometry  (line  and  plan,  intersection  of  geometrical  solids  in  simple  cases  ;  prisms, 
pyramids,  cylinders,  cones  and  spheres— questions  of  shade)  three  hours  ;  second, 
of  a  test  in  modeling  after  an  easy  model,  with  reference  to  the  chief  characteristic 
of  the  model,  four  hours ;  third,  of  the  execution,  according  to  a  drawing,  of  a  piece 
of  work  in  wood  or  iron,  four  hours  ;  fourth,  of  the  execution,  after  a  model,  of  a 
simple  object  in  wood-turning,  three  hours. 

In  the  course  of  the  last  two  trials  questions  are  given  to  the  candidates  respect- 
ing the  raw  material  placed  before  them,  as  well  as  respecting  the  processes  which 
they  have  employed. 

For  female  candidates  :  First,  of  a  composition  upon  some  question  of  domestic 
economy,  three  hours ;  second,  of  a  composition  in  ornamental  drawing  specially 
applied  to  needlework  ;  third,  of  a  practical  test  relating  to  one  or  more  of  the 
exercises  included  m  the  programme  of  manual  labor  for  girls  in  the  normal  schools 
and  the  superior  primary  schools. 

ARTICLE  198.  All  the  compositions  are  made  at  Paris  in  two  consecutive  days. 

ARTICLE  199.  After  the  close  of  the  examination,  the  Commission  arranges,  in  the 


INDUSTRIAL  EDUCATION  COMMISSION  459 

order  of  merit,  a  list  of  the  candidates  whom  it  considers  worthy  of  the  certificate 
of  fitness  to  give  Manual  Instruction. 
This  list  is  submitted  to  the  approval  of  the  Minister,  who  delivers  the  certificates 

The  following  resolutions,  adopted  at  an  International  Congress  of 
Teachers,  held  at  Havre,  September,  1885,  are  believed  to  express  the 
prevailing  sentiment  among  teachers  in  Continental  Europe  : 

1.  The  Congress  recognizing  that  manual  training  should  be  made  an  integral 
part  of  a  good  system  of  general  education,  since  it  contributes  to  the  develop- 
ment of  activity,  observation,  perception  and  intuition,  declares  that  it  should  be 
introduced  as  well  as  possible  into  the  primary  schools. 

2.  Manual  training  should  be  the  same  for  all  schools  in  the  elementary  and  mid- 
dle grades ;  in  the  complementary  and  superior  courses  it  should  be  gradually 
adapted  to  local  needs. 

3.  The  instruction  in  manual  training  in  the  elementary  school  should  be  given 
directly  by  the  teacher,  or,  provisionally,  under  his  direction,  by  workmen — who 
shall  furnish  all  necessary  guarantees  of  capacity,  morality  and  conduct — who  shall 
be  chosen  on  his  recommendation. 

4.  The  Congress,  considering  that  it  is  important  first  of  all  to  prepare  the  future 
teachers  for  the  new  instruction,  and  to  furnish  to  those  who  are  now  teaching  a 
source  of  information,  declares  that  the  regulations  in  force  relative  to  drawing  and 
to  modeling,  works  in  the  shop,  in  the  laboratory  and  the  experimental  field,  should 
be  applied  without  delay  in  all  normal  schools,  from  which  the*  example  and  the 
impulse  ought  to  proceed.     Special  courses  in  manual  training  should  be  instituted 
during  vacations  in  the  normal  schools,  for  the  benefit  of  teachers  who  shall  make 
request  for  them. 

5.  In  girls  schools  manual  instruction  should  include,  besides  works  in  sewing, 
practical  exercises  relative  to  domestic  economy,  to  gardening  and  to  cutting. 

6.  The  superior  primary  schools  should  have  a  provisional  character  in  this  sense: 
that  they  should  do  a  portion  of  the  manual  work  with  reference  to  local  needs. 
The  practical  exercises  should  include  wood-working,  iron-working,  modeling  and 
the  applications  of  agricultural  science  in  the  experimental  field. 

7.  Work-shops  should  be  annexed  to  all  superior  primary  schools,  and  to  the  ele- 
mentary schools — city  and  rural.     The  State  should  require  the  municipalties  which 
have  created  superior  primary  schools  to  appropriate  as  promptly  as  possible  the 
funds  necessary  for  installing  them. 

8.  Industrial  drawing  should  have  a  very  large  place  in  the  schools  of  apprentice- 
ship, and  the  superior  primary  schools.     It  should  have  descriptive  geometry  as  its 
foundation. 

9.  It  is  desirable  that  certain  advantages  be  attached  to  the  possession  of  the  cer- 
tificate of  superior  primary  studies. 

10.  The  instruction  in  manual  work  in  the  superior  primary  schools  should  be  in. 
trusted  to  workmen  chosen  with  care,  on  the  recommendation  of  the  director,  and 
should  be  placed  under  his  authority.     In  the  superior  primary  schools  for  girls, 
the  instruction  in  cutting  should  be  intrusted  to  expert  work-women,  chosen  by 
the  teachers  and  placed  under  their  direction. 

11.  In  important  centers  schools  of  apprenticeship  should  be  established  similar 
to  that  at  Havre  and  adapted  to  the  needs  of  the  locality.    They  should  be  founded 
by  the  Communes,  by  the  Chamber  of  Commerce,  by  Syndical  Chambers  or  by  any 
other  associations.     Institutions  of  apprenticeship  should  be  established  in  each  de- 
partment to  receive  orphans,  children  morally  abandoned,  or  incorrigible. 

12.  The  direction  of  the  school  of  apprenticeship  should  be  single,  and  confided 
to  the  teaching  director. 

The  E/cole  Normale  Superieure  de  Travail  Manuel* 
No.  10,  Rue  des  Ursulines,  Paris,  has  been  created  for  the  training  of 
masters,  who  shall  instruct  the  students  of  the  ordinary  normal  schools 

*This  account  is  taken  from  the  Report  of  the  Royal  Commissioners,  vol.  I,  p.  210. 


460  KEPOKT  OF  THE 

of  the  country  in  manual  work.  It  was  established  and  opened  on 
the  1st  of  December,  1882.  The  course,  as  at  present  arranged,  lasts 
for  one  year  of  ten  months.  It  is,  however,  contemplated  that  it  will 
be  necessary  to  extend  it  over  a  second  year  eventually,  but  as  the 
masters  are  very  urgently  required,  it  is  necessary  to  prepare  a  cer- 
tain number  in  the  one  year  for  the  present. 

The  students  have  to  pass  a  qualifying  entrance  examination,  which 
consists  of  the  Brevet  de  Capacite,  usually  required  for  teachers,  and 
certain  extra  subjects — chemistry,  physics  and  natural  history ;  they 
do  not  require  to  be  qualified  in  any  way  in  manual  work  before  their 
admission.  The  limit  of  age  is  from  20  to  35.  Although  the  Brevet 
de  Capacite  will  eventually  be  indispensable,  the  regulations  have  in 
this  first  year  been  somewhat  relaxed. 

The  school  is  held  in  a  former  girls'  school,  which  has  been  hastily 
and  temporarily  fitted  up  for  its  present  purpose.  It  has  a  considera- 
ble area  of  land  at  back  and  front.  There  are  two  small  botanical 
gardens,  and  a  graveled  court  yard  serving  for  recreation  and  gym- 
nastic exercises.  It  is  intended  that  the  students  shall  have  military 
training. 

There  are  at  present  48  masters  in  training;  this  being  the  full 
capacity  of  the  establishment.  Thirty  of  these  board  in  the  house, 
the  remainder  are  provided  for  in  the  neighborhood. 

The  cost  of  fitting  up  the  school  has  been  about  £2,400  ($12,000). 
The  instruction  is  gratuitous.  In  fact,  the  students  receive  payment, 
as  those  who  are  already  teachers  of  primary  schools  retain  their  pay 
while  they  remain  here,  and  the  others  receive  the  sum  of  £5  ($25) 
per  month.  There  are  seven  professors  forming  the  teaching  staff, 
and  ten  master  workmen.  The  latter  are  only  employed  during  cer- 
tain hours,  giving  such  a  portion  of  their  time  as  may  be  needed.  All 
the  work  done  in  the  workshops  belongs  to  the  students ;  nothing 
made  is  intended  for  sale.  The  cost  of  materials  used  in  the  work- 
shops is  about  £7  45.  ($35)  per  month.  It  is  expected  lhat  the  bud- 
get of  the  school  will  amount  to  £3,600  ($18,000)  for  the  first  year  of 
ten  montho,  equal  to  about  £7  10s.  (about  $36.50)  per  head  per  month. 
All  the  costs  of  this  school  are  borne  by  the  State,  but  as  it  is  an  ex- 
periment only,  there  is  no  sum  yet  taken  for  it  in  the  budget  of  esti- 
mates. 

It  will  be  seen  from  the  programme  that  the  course  of  instruction 
is  partly  theoretical  and  partly  practical.  One  and  a  half  hours  per 
day  are  allotted  to  theoretical  work,  and  4-J  hours  to  mechanical  work 
in  the  shops.  There  is  no  practicing  school  attached  to  this  normal 
school,  as  is  generally  the  case,  but  demonstrations  are  given  by  each 
student  in  turn  before  the  others,  in  presence  of  the  master.  The 
teaching  is  uniform,  all  going  through  the  same  stages. 

The  mornings  are  as  a  rule  devoted  to  working  in  wood,  the  after- 
noons to  working  iu  iron.  Each  student  makes  a  set  of  small  models 


INDUSTRIAL  EDUCATION  COMMISSION.  461 

for  his  own  use  for  teaching  purposes.  Modelmaking  seems  to  be  a 
strong  feature  of  the  teaching.  There  is  a  special  modeling  room,  in 
which  all  are  taught  modeling  in  clay  and  subsequently  the  prepara- 
tion of  plaster  models  of  building  construction  on  a  small  scale — 
masonry  joints,  stone  work,  etc.;  there  is  a  special  teacher  for  this 
branch  of  the  work,  and  four  hours  per  week  are  devoted  to  it.  We 
were  shown  some  very  neat  plaster  models  of  arches,  made  to  a  scale 
.of  one-tenth  full  size,  careful  drawings  of  which  had  first  been  pre- 
pared. 

The  fitting  shop  contains  24  vises.  All  the  students  learn  to  file 
and  to  chip.  There  is  a  regular  set  course  of  work  lasting  four 
months.  Places  are  provided  in  the  smithy  for  6  students,  who  learn 
forging  and  welding,  making  up  bars  from  faggots  of  scraps,  making 
nuts  and  bolts,  etc.  Six  work  simultaneously  at  the  iron  lathes  in  the 
turning  shop,  and  12  at  the  wood  lathes.  There  are  two  foremen 
workmen  in  each  of  the  shops,  with  the  exception  of  the  turnery, 
where  there  are  three.  The  students  pass  two  months  at  wood  turn- 
ing and  two  months  at  iron  turning.  There  is  no  power  provided  for 
the  lathes,  as  none  could  be  obtained  in  the  schools  to  which  the 
teachers  would  eventually  be  sent. 

The  natural  history  teaching  is  also  made  a  special  and  prominent 
feature  in  this  school.  There  are  two  professors  in  this  department. 
The  professor  of  botany  gives  lectures  in  his  subject,  illustrated 
partly  by  the  specimens  in  the  botanical  garden,  and  partly  by  the 
excursions,  which  take  place  every  fortnight.  There  is  also  a  physio- 
logical laboratory,  which  contains  a  large  collection  of  aquaria,  to- 
gether with  toads,  and  tortoises  in  tanks;  also  many  other  living  ani- 
mals, rabbits,  rats,  squirrels,  etc.  These  are  not  used  for  purposes  of 
vivisection,  but  for  simple  anatomical  lectures,  for  stuffing,  etc. 

There  is  a  well  fitted  laboratory,  in  which  all  the  students  learn 
photography.  They  are  specially  taught  how  to  prepare  negatives 
suitable  for  screen  projection,  as  this  is  regarded  as  an  important 
mode  of  illustrating  lectures  on  natural  history. 

A  geological  collection  is  being  formed  by  the  students,  who  go  out 
on  an  excursion  in  the  neighborhood  of  Paris  once  every  fortnight 
on  a  weekday  during  the  summer,  and  also  on  Sunday  afternoons. 

On  the  upper  floor  of  the  school  is  a  series  of  rooms,  where  the 
students  prepare  their  studies.  Here  we  were  shown  a  small  collec- 
tion of  woodwork,  made  in  the  Swedish  Slojd  schools,  and  collected 
and  presented  by  the  director,  M.  Salicis.  In  another  room  were 
hung  numerous  satchels  and  tin  botanizing  boxes,  butterfly  nets,  geo- 
logical hammers,  etc.,  for  the  excursions  previously  described.  This 
apparatus  was  all  numbered,  and  is  lent  to  each  student  during  the 
time  he  remains  at  the  school.  Here  was  also  a  collection  of  dia- 
grams of  simple  dissections  used  by  the  professor  of  physiology. 

On  the  first  floor  was  a  school  museum  and  lecture  theatre ;  on  the 


462  REPORT  OP  THE 

ground  floor  a  refectory,  where  the  students  and  masters  take  their 
meals  together.  There  is  a  very  cleverly  fitted  chemical  laboratory, 
the  professor  being  the  former  chemistry  master  at  the  Professional 
School  of  feheims.  This  laboratory,  which  occupies  an  area  of  only 
550  square  feet,  contains  working  places  for  48  students.  The  benches 
are  covered  with  white  glazed  tiles,  and  provide  a  metre  in  length  for 
each  student.  The  sets  of  re-agent  bottles  had  India-rubber  stoppers 
with  pipettes  passing  through  them,  thus  enabling  the  student  to  use 
at  will  either  a  very  small  or  a  larger  quantity  of  the  re-agent.  The 
professor  explained  his  system  of  chemical  work  to  be  one  of  regular 
drill,  all  the  students  performing  a  series  of  set  experiments  simulta- 
neously; he  having  a  raised  desk,  from  which  he  could  overlook  the 
whole  of  the  work  in  progress,  and  see  that  each  man  was  carrying 
out  his  experiment  properly. 

The  sub- director,  M.  Merceaux,  informed  us  that  it  was  not  proposed, 
so  far  as  he  knew,  to  establish  schools  for  training  master- workmen 
to  serve  as  instructors  in  primary  schools ;  such  men  could,  doubtless, 
be  readily  obtained  from  the  Arts  and  Trades  Schools  at  Aix,  Angers 
and  Chalons.  Several  of  the  masters  at  this  school  have  come  from 
the  Ecole  des  Arts  et  Metiers  at  Angers. 

The  students,  whether  living  in  the  house  or  lodging  in  the  neigh- 
borhood, are  all  free  after  6  o'clock.  No  masters  have  as  yet  issued 
from  the  school,  as  a  full  year  has  not  yet  expired  since  its  establish- 
ment, but  M.  Merceaux  stated  that  he  thought  that  some  of  the  men 
then  in  training  would  be  perfectly  competent  to  undertake  the  duties 
for  which  they  were  being  prepared  at  the  expiration  of  the  pre-ar- 
ranged course.  He  stated  that  there  was  considerable  inducement  to 
masters  to  exchange  a  career  of  teacher  in  a  primary  school  for  that 
for  which  they  were  here  trained,  as  the  salary  of  a  professor  at  a 
normal  school  was  approximately  double  that  of  an  ordinary  primary 
school  teacher." 

Normal  Schools. 

The  following  tables  show  the  distribution  of  subjects  of  instruc- 
tion by  years  and  by  courses  in  Normal  Schools  for  male  and  female 
teachers,  respectively  : 


INDUSTRIAL  EDUCATION  COMMISSION. 
1.  For  Males. 


463 


SUBJECTS. 

TOTAL  HOURS  PER  WEEK. 

First  Year. 

Second  Year. 

Third  Year. 

Civic  Instruction.               

1 

"Morals                                         

2 
1 

7 
4 
1 
2 

1 
1 
1 
1 

2 
1 

5 
3 
1 
3 
2 
2 

1 
1 

1 
2 

4 

2 
3 
4 

Pedagogics  and  School  Administration,    . 
The    French   Language  and  Elements  of 
.French  Literature                                .   .   . 

1 

4 
3 
1 
3 
3 
2 
1 
2 
1 
2 

History                                    -    .    . 

Arithmetic  and  Book-keeping,  
Geometry,  Surveying  and  Levelling,     .    . 
Physics,        

Chemistry.                            .       

Natural  Sciences 

Agriculture  and  Horticulture,       .       ... 

Living  Languages.      

2 
2 
4 
2 
3 
4 

Writing,        

Drawing,                        .           .   .       

4 
2 
3 
4 

Singing  and  Music,     

Gymnastics  and  Military  Exercises,  .   .    . 

Total,      

38 

38 

37 

2.  For  Females. 


ou  uj.EU.rj5. 

First  Year. 

Second  Year. 

Third  Year. 

Moral  and  Civic  Instruction,  

1 

1 

1 

Pedagogics  and  School  Administration,    . 
French  Language  and  Elements  of  French 
Literature, 

1 

Q 

1 
5 

1 
4 

History,     

4. 

3 

3 

Geography,  

1 

1 

1 

Arithmetic  and  Book-keeping, 

3 

3 

3 

Physics,     

1 

1 

Chernistrv,   

1 

1 

Natural  Sciences, 

1 

2 

50 

Domestic  Economy  and  Hygiene,    .... 

1 

1 

Living  Languages, 

2 

2 

2 

Writing,     .                  

3 

1 

Exercises  in  Cutting,      

3 

3 

3 

Drawing,      .              

4 

4 

4 

Singing  and  Music,     

2 

2 

Gymnastics, 

2 

2 

2 

Floriculture  and  Gardening,  

2 

2 

o 

M 

Total,  

35 

35 

33 

TOTAL  HOURS  PER  WEEK. 


The  great  storehouse  of  testimony  respecting  the  whole  subject  of 
technical  education  are  the  volumes  containing  the  results  of  the  in- 
quiries of  the  British  Royal  Commission.  We  give  here  a  few  ex- 
tracts, relating  to  detached  but  important  subjects  : 


464  REPORT  OF  THE 

Women's  Work  Schools  in  Prance. 

Municipal  Housekeeping  School,  Paris.— This  school,  known  as  the  Ecole  Pro- 
fessionnelle  Menagere,  is  situated  in  the  Rue  Violet,  36,  and  has  been  open  since 
the  1st  of  May,  1881.  Its  aim  is  to  offer  to  young  girls  leaving  the  primary  school 
the  opportunity  of  learning  some  useful  trade,  and  of  giving  them  at  the  same  time 
experience  in  domestic  duties  and  household  work,  thus  preparing  them  to  carry 
on  the  avocations  of  family  life.  The  ordinary  subjects  of  primary  education  are 
taught  during  the  morning.  This  training  serves  to  keep  up  and  to  strengthen  the 
knowledge  of  the  pupils  acquired  in  the  primary  school.  The  special  technical 
classes  comprise  a  general  course  obligatory  for  all  the  pupils,  and  special  technical 
courses  suited  to  the  profession  or  business  which  the  pupil  may  have  chosen. 

The  conditions  with  respect  to  admission  are  as  follows  :  For  entering  the  pro- 
fessional and  housekeeping  classes  the  girls  must  be  at  least  12  years  old,  and  must 
not  exceed  the  age  of  15,  and  they  must  hold  the  certificate  of  primary  instruction. 
As  a  temporary  expedient,  however,  dispensations  are  granted  to  children  who  are 
at  least  13  years  of  age,  and  who  know  how  to  read  and  write. 

The  school  is  under  the  direction  of  Madam  Lajotte  and  a  staff  of  teachers  for 
needlework,  seamstresses'  work,  fine  washing,  embroidery  on  stuffs,  artificial 
flowermaking  and  stayrnakftig.  There  are  also  special  teachers  for  the  subjects  of 
primary  instruction,  for  cutting  out  and  making  up  dresses,  as  well  as  for  gymnastics, 
housekeeping,  cooking,  washing,  ironing,  etc.  The  pupils  receive  a  premium  pro- 
portionate to  the  value  of  the  work  done  by  them,  when  this  work  is  of  such  a  na- 
ture as  to  be  capable  of  being  used. 

Of  the  trades  taught,  ordinary  dressmaking  for  the  working  and  lower  middle 
classes  appears  to  be  the  one  for  which  there  is  the  greatest  demand.  Next  to  this 
millinery  and  laundry  work.  The  least  profitable  is  said  to  be  artificial  flowermak- 
iiig.  All  the  girls  take  their  turn  at  household  work,  including  cooking. 

The  municipalty  of  Paris  propose  to  extend  this  school,  which  is  situated  in  a 
quarter  of  the  city  inhabited  almost  exclusively  by  the  working  classes,  and  to  es- 
tablish other  schools  of  the  same  kind  in  other  similar  parts  of  Paris. 

Engineering  Works  of  Messrs.  Schneider  &  Co.,  Le  Creuzot,  France. 

##########*•» 

A  very  small  number  of  the  heads  of  departments  are  former  students  of  the 
great  Parisian  technical  schools,  several  are  from  the  E'cole  des  Arts  et  Metiers,  and 
many,  including  nearly  all  the  foremen,  have  received  no  other  instruction  than  that 
of  the  works  and  the  excellent  elementary  schools  founded  and  maintained  by  the 
firm.  The  head  of  the  drawing  office  is  one  of  these  latter.  The  opinion  of  Mons. 
Henri  Schneider  was  not  favorable  to  the  very  high  scientific  courses  of  the  Paris 
schools,  except  for  men  of  remarkable  ability,  and  of  the  energy  and  common  sense 
necessary  to  acquire  workshop  practice  at  a  comparatively  late  period  of  life,  and  to 
avoid  a  pedantic  application  of  abstruse  theory  to  practical  work.  His  estimate  of 
the  E  coles  des  Arts  et  Metiers,  on  the  other  hand,  was  very  favorable.  In  several 
cases  the  firm  had  sent  promising  boys  to  those  schools  ;  but  the  workshop  was 
held  to  be  the  true  school  for  foremen. 

In  the  elementary  schools  connected  with  the  works  and  carried  on  at  the  expense 
of  the  Company,  great  attention  is  given  to  geometrical  drawing,  and  the  work  of 
the  boys  was  surprisingly  good.  The  elements  of  chemistry  and  physics  are  also 
taught.  Night  classes  have  been  given  up,  partly  because  the  instruction  of  the 
elementary  day  school  was  considered  sufficient,  and  partly  in  consequence  of  diffi- 
culties between  masters  and  men  during  the  times  immediately  preceding,  and  suc- 
ceeding to,  the  fall  of  the  Empire. 

Silk  Industry— Lyons. 

As  to  the  prospects  of  England  ever  becoming  a  formidable  competitor  in  the  silk 
industry,  one  of  the  prominent  citizens,  who  seemed  to  be  very  familiar  with  Eng- 
land, ridiculed  the  idea  as  being  chimeiical.  He  said,  "The  silk  trade  can  never  be- 
come important  in  England,  because  the  English  people  have  no  taste.  Taste  is 
not  natural  to  the  Englishman,  and  never  will  be ;  your  sunless  climate,  your 


INDUSTRIAL  EDUCATION  COMMISSION.  465 

smoky  atmosphere,  your  absence  of  art  associations  and  surroundings,  are  all 
against  the  inculcation  of  taste."  "In  France,"  he  continued,  "everything  is  dif- 
ferent; taste  seems  to  be  inborn  in  the  Frenchman,  and  it  is  cultivated  at  every 
step.  Yoii  English  are  a  remarkable  people,  and  you  take  the  lead  in  many  things, 
but  in  taste  you  are  far  behind,  and  must  be  content  to  remain  so."  Stress  was  laid 
on  the  fact  that  in  France  all  the  children  learn  drawing  as  a  part  of  their  elementary 
education,  and  that  the  opportunities  of  continuing  their  instruction  in  art  are  in- 
finitely greater  and  more  generally  taken  advantage  of  than  in  England,  and  that 
in  one  school  in  Lyons  (the  Martinie"re)  we  might  have  counted  a  class  of  over  90 
engaged  in  modeling.  The  question  was  put,  "Suppose  the  order  of  things  were 
reversed— that  drawing  and  modeling  should  be  taught  as  meagrely  in  France  as  in 
England— in  effect,  that  they  should  be  banished  from  most  of  the  elementary 
schools  ;  and  that  their  extensive  and  general  study  as  now  found  in  France  should 
be  adopted  in  England,  what  would  you  say  of  English,  and  French  taste  then?" 
Our  friend  replied  that  he  was  not  prepared  to  say  what  would  happen  under  im- 
proved teaching  of  art  in  England,  but  to  banish  such  teaching  from  the  elementary 
schools  of  France  would  be  nothing  less  than  a  national  calamity. 

#*########## 
An  English  merchant,  long  resident  in  Lyons,  informed  us  that  when  the  Swiss 
entered  seriously  into  competion  with  Lyons,  they  were  unsuccessful  at  first  in  their 
dyeing  operations,  and  were  compelled  to  send  their  yarns  and  pieces  to  Lyons  to 
be  dyed.  The  people  at  that  time,  as  now,  boasted  of  their  incomparable  water ; 
but  the  enterprising  Swiss  manufacturers  were  not  to  be  easily  daunted  ;  they  en- 
gaged some  dyers  from  Lyons,  and  they  brought  to  bear  upon  the  question  the 
scientific  knowledge  of  their  polytechnic  schools ;  and  now,  remarked  our  infor- 
mant, in  many  respects  they  surpass  Lyons  in  dyeing,  as  they  do  also  in  some 
branches  of  weaving. 

Designing-  for  Textile  Industries  and  Calico-Printing. 

The  designers  for  textiles  and  printed  fabrics  in  Paris  form  a  special  profession, 
having  their  trade  organizations,  agencies,  their  studios,  and  their  system  of  ap- 
prenticeship ;  by  arrangement  with  the  English  manufacturers  patterns  are  sent  to 
them  for  inspection  or  choice.  Sometimes  an  English  firm  has  even  established  an 
"atelier"  in  Paris,  so  convinced  have  our  calico-printers  hitherto  been  that  for  the 
highest  class  of  their  goods  Parisian  taste  and  skill  are  essential  conditions. 

"A  good  designer  in  Paris  may  earn  from  £250  to  £300  ($1,250  to  $1,500)  a  year, 
and  the  most  distinguished,  even  considerably  more  than  this,  but,  as  in  other 
trades,  it  is  often  found  hard  to  earn  a  living. 

"  Apprentices  are  taken  by  the  Paris  designers,  beginning  at  about  5*.  ($1.25)  a 
week  ;  they  are  required  to  practice  model  drawing  and  are  encouraged  to  attend 
the  evening  drawing  schools,  care  being  taken  to  insist  upon  their  working  from 
natural  objects  such  as  flowers  and  foliage." 

Technical  Education  Amongst  the  Alsace  Calico-Printers. 

From  our  own  observation,  as  well  as  from  the  evidence  given  before  us  by  Mr. 
Haeffely,  there  is  no  doubt  that  a  greater  amount  of  scientific  and  especially  of 
chemical  knowledge  exists  in  foreign  calico-print  works  than  in  those  of  this  country 
(see  page  1  of  evidence).  The  Alsace  managers  are  invariably  trained  chemists, 
and  a  special  profession,  that  of  colorist  chemist,  exists  on  the  Continent,  which 
has  not  yet  obtained  a  firm  footing  in  our  own  country.  The  necessity  for  supplant- 
ing the  rule  of  thumb  processes  and  pretended  secrets  of  the  old-fashioned  color- 
mixer,  by  scientific  knowledge  of  the  materials  with  which  they  deal  and  of  the 
reactions  which  they  employ,  is  now  becoming  felt  by  all  the  better  class  of  English 
calico-printers,  and  in  many  of  these  establishments  at  the  present  time  technically 
trained  and  competent  young  men  are  found.  Equal  opportunities  for  the  study  of 
this  branch  of  applied  science  exist  at  the  present  time  in  England  to  those  found 
on  the  Continent,  and  there  is  no  reason  why  the  colorist  chemist  trained  in  Eng- 

30  ED.  COM. 


466  REPORT  OF  THE 

land  should  not  become  as  efficient  as  the  one  educated  in  Alsace,  so  soon  as  the 
demand  for,  and  the  appreciation  of  his  services  is  as  great  with  us  as  it  is  abroad. 

Engineering-  and  Machine-making  Works,  Alsace. 

The  director  of  the  works  informed  us  that  they  take  great  pains  to  select  educated 
boys  as  apprentices.  Most  of  them  have  gone  through  the  Professional  School  at 
Mulhouse,  and  have  there  learned  the  use  of  tools,  obtaining  in  many  instances  an 
excellent  preliminary  training  in  theoretical  engineering.  They  give  a  decided 
preference  to  boys  from  this  school.  The  foreman  who  conducted  us  over  the  works, 
himself  a  student  from  the  polytechnic  at  Zurich,  confirmed  the  statement. 


INDUSTRIAL  EDUCATION  COMMISSION. 


467 


468  REPORT  OP  THE 


Higher  Technical  Instruction  for  Employers,  Managers,  Etc. 

The  Ecole  Oentrale  des  Arts  et  Manufactures  of  Paris. 

Tkis  important  and  well-known  institution  is  designed  to  prepare 
students  for  the  professions  of  civil  and  mechanical  engineering, met- 
allurgy and  manufacturing  chemistry.  It  was  founded  in  the  year 
Io26,  chiefly  through  the  interest  of  M.  Dumas,  (whose  recent  death 
science  has  to  deplore),  and  is  essentially  a  private  and  self  support- 
ing establishment,  not  receiving  any  grant  from  Government,  and 
depending  entirely  on  the  fees  of  the  pupils,  thus  standing  in  striking 
contrast  to  other  similar  institutions  on  the  continent.  It  has, 
however,  lately  been  attached  to  the  Ministry  of  Agriculture  and 
Commerce.  The  annual  receipts  amount  to  £20,640  ($103,200), 
and  the  disbursements  to  about  £17,836  ($89,180),  the  difference 
being  paid  over  to  the  new  building  fund.  The  school  is  at  present 
located  in  an  old  building  in  the  Rue  des  Coutures  St.  Gervais,  totally 
inadequate  to  its  needs,  but  it  is  shortly  to  be  transferred  to  splendid 
premises  about  to  be  built  near  the  Conservatoire  des  Arts  et  Metiers, 
chiefly  at  the  Government  expense,  though  partly  also  at  that  of  the 
school. 

There  is  a  very  strict  entrance  examination  and  great  competition 
for  the  vacant  places ;  of  the  540  candidates  who  applied  in  the  year 
1881  only  220  were  admitted.  None  of  the  students  are  boarded  in 
the  establishment. 

The .  regular  course  extends  over  three  years,  and  diplomas  are 
given  to  the  students  at  the  end  of  the  course,  after  passing  a  very 
severe  examination  and  working  out  a  thesis.  A  strict  system  of  con- 
tinuous examination  and  marking  is  carried  out,  the  work  which 
each  student  does  being  entered  carefully  by  each  examiner,  and  the 
results  of  the  whole  three  years'  work  are  added  up ;  the  special  grade 
of  the  diploma  being  given  according  to  the  result  of  this  system  of 
marking. 

The  first  year's  course  consists  of  instruction  in  general  science, 
without  much  applied  science,  and  is  similar  to  that  given  in  the 
E  cole  Polytechnic,  whilst  in  the  second  and  third  years  the  teaching 
is  especially  directed  to  applied  science,  and  is  similar  to  that  given 
in  the  E'cole  des  Mines.  The  later  instruction  has  special  reference  to 
the  practical  applications  of  each  subject.  The  student  who  fails  to 
gain  his  diploma  at  the  end  of  the  third  year,  may  pass  the  examina- 
tion without  re  entering  the  school,  at  any  period  within  six  years 
after  leaving  the  institution. 

The  peculiarity  of  the  education  of  this  school  is,  that  the  instruc- 
tion is  much  the  same  for  all  students,  and  that  there  is  scarcely  any 


INDUSTRIAL  EDUCATION  COMMISSION.  469 

specialization  of  the  studies  in  accordance  with  the  proposed  career 
of  the  student.  The  difference  is  mainly  shown,  as  hereafter  ex- 
plained, in  the  thesis  or  "  projet"  which  the  student  prepares  during 
the  last  year. 

Each  of  the  600  students  pays  £32  ($160)  per  year,  and  the  gov- 
erning body  of  the  school  manages  the  whole  of  its  financial  and 
other  concerns.  There  are  30  professors  attached  to  the  institution,  the 
chiefs  of  departments  receiving  £300  ($1,500)  per  annum,  the  others 
£4  ($20)  for  each  hour  of  lecture.  In  addition  there  are  two  direc- 
tors of  studies  and  30  tutors  and  assistant  lecturers.  The  students  on 
leaving  the  school,  and  after  having  gone  through  its  very  severe  dis- 
cipline, are  glad  to  get  situations  of  £72  to  £80  ($360  to  $400)  per 
year.  The  Director,  M.  Solignac  (whose  salary  is  $2,000  per  annum), 
furnished  the  Commissioners  with  a  list  of  the  present  positions  of 
all  the  pupils  since  the  beginning  of  the  school.*  A  large  number  of 
manufacturers  send  their  sons  to  the  E'cole  Centrale. 

One  of  the  most  interesting  features  in  the  scheme  of  education  in 
the  E  cole  Centrale  is  the  system  of  theses,  which  are  written  by  the 
students  at  the  end  of  the  third  year.  The  courses  of  instruction  on 
which  these  theses  are  founded  are  divided  into  mechanics,  metal- 
lurgy, technical  chemistry  and  engineering.  Each  student  takes  up 
one  or  other  of  these  subjects  for  his  thesis,  as  he  deems  fit,  although 
the  three  years'  course  of  instruction  is  not  confined  to  any  one  of 
these  branches,  but  comprises  the  subjects  of  all.  The  Commission- 
ers inspected  several  of  the  theses  of  the  outgoing  students  of  former 
years,  in  each  of  the  above  departments,  and  were  much  struck 
witti  the  detailed  character  of  the  work,  and  especially  with  the  com- 
pleteness of  the  drawings.  The  students  are  allowed  to  work  at  home, 
but  have  to  produce  the  calculations,  descriptions  and  drawings, 
within  one  month  from  the  time  at  which  the  subject  is  given  out,  and 
the  whole  work  is  carefully  examined  by  a  council  of  professors,  the 
student  being  examined  on  the  details  of  his  thesis. 

Programme  of  the  E'cole  Oentrale  des  Arts  etManufactures,  Paris. 

First    Year. 

Number  of 

Lessons. 

Mathematical  Analysis  (Differential  and  Intergral  Calculus),     .  30 

Kinematics  and  General  Mechanics, 52 

Descriptive  Geometry, .  60 

General  Physics  (Heat,  Electricity,  Magnetism,  Acoustics  and; 

Optics), 60 

General  Chemistry  (Metalloids,  Metals  and  Organic  Substances),  60 

Mineralogy  and  Geology, ,  30 


*See  the  Annual  of  the  Friendly  Association  of  Old  Students  of  the  School  from  1832-1880,  pub- 
lished by  the  Association  at  the  E'cole  Centrale  in  the  Rue  des  Coutures  St.  Gervais,  giving  an  ac- 
count of  the  employment  and  position  of  all  the  old  pupils  of  the  school. 


470  REPORT  OF  THE 

Number  of 
Lessons. 

Biology  (Zoology  and  Botany), 35 

Machine  Construction, 20 

Architecture, 24 

Second  Year. 

Applied  Mechanics  (Theory), 60 

Applied  Mechanics  of  Construction  (Resistance  Appliquee),  .    .  22 

Construction  and  erection  of  machinery, 52 

Industrial  Physics  (Heat,  Gas,  Ventilation), 45 

Principles  of  the  Steam  Engine, 35 

Analytical  Chemistry, 50 

Technology  (Metals,  Colours  and  Dyes,  Pottery  and  Glass),    .    .  36 

Mining  (1st  part), 25 

Civil  Architecture  and  Construction, 54 

Zootechny,     .    .    . 20 

Phytotechny, 20 

Industrial  Legislation, 30 

Third  Year. 

Applied  Mechanics, 60 

Construction  and  Erection  of  Machinery, 55 

Industrial  Chemistry, 45 

General  Metallurgy  and  the  Metallurgy  of  Iron, 52  to  55 

Mining  (2d  part),     .    .    .    . 15 

Public  Works, t 60 

Railways, 60 

Rural  Economy, 40 

NOTE.— During  each  year  the  pupils  have  to  prepare  designs  and  drawings,  and  to  work  in  the 
laboratory  under  the  guidance  of  the  professors. 


INDUSTRIAL  EDUCATION  COMMISSION.  471 


II.  GERMANY. 

It  has  seemed  to  the  Commission  that  the  space  at  its  disposal  for 
this  and  some  other  countries  could  be  most  profitably  used  by  pre- 
senting extracts  from  the  report  of  the  British  Royal  Commission, 
covering  a  number  of  the  most  important  points  of  inquiry,  without 
regard  to  a  systematic  order,  but  all  bearing  upon  the  double  ques- 
tion of  methods  and  results.  For  the  sake  of  avoiding  the  annoyance 
of  frequent  breaks  in  the  text,  separate  passages  have  been  brought 
together,  but  in  no  case,  it  is  believed,  in  such  a  way  as  to  color  a 
statement  of  fact  or  opinion  as  presented  by  the  Royal  Commission. 

(a)  Polytechnic  Schools  or  Technical  Universities  of  Germany,  etc. 

The  great  impulse  which  was  given  to  engineering  and  manufac- 
tures some  40  or  50  years  ago  by  the  formation  of  railways  and  the 
establishment  of  factories  throughout  Europe,  and  the  demand  which 
arose  for  highly  skilled  assistants,  owing  to  the  widespread  introduc- 
tion of  the  steam  engine  and  other  mechanical  inventions  depending 
upon  it,  gave  rise  in  Germany  and  Switzerland  to  the  creation  of  High 
Schools,  in  which  the  necessary  scientific  training  with  its  practical 
applications  could  be  imparted,  so  that  by  this  means  a  body  of  men 
might  be  educated  in  such  a  way  as  to  make  it  possible  for  Continental 
states  to  compete  with  the  work- shop -trained  engineers  of  England. 

The  numerous  Universities  of  Germany  did  not  furnish  instruction 
of  a  sufficiently  practical  character,  nor  were  their  authorities  willing 
to  admit  within  their  walls  a  class  of  men  who  would  be  likely  to 
devote  themselves  especially  to  industrial  pursuits ;  nor,  again,  would 
they  lower  or  alter  the  standard  required  from  University  students 
on  entrance,  as  ascertained  by  the  u  leaving  examination "  of  the 
classical  school.  Moreover,  they  did  not  care  to  permit  any  system 
of  fixed  curricula  and  examinations  in  lieu  of  their  accustomed  plan 
of  Lehr  und  Lern  Freiheit.  It  must  also  be  remembered,  moreover, 
that  at  this  time  the  practical  teaching,  even  of  the  pure  physical 
sciences,  was  only  in  its  infancy  in  the  university. 

The  requirements  for  instruction  adapted  to  the  necessities  of  the 
time  became  so  urgent  that  each  State  vied  with  the  others  in  the 
extent  and  magnificence  of  its  buildings  for  Polytechnic  Schools,  as 
as  also  in  the  grants  voted  for  the  maintenance  of  those  institutions. 

The  following  is  a  list  of  the  principal  schools : 
(1.)  The  Federal  Polytechnic  School  of  Zurich.* 
(2.)  The  Poly  technic*  School  at  Munich. 
(3.)  The  Polytechnic  School  at  Vienna. 

*  Another  term  for  "  Poly technic  "  is  Technical  High  School,  which  is  equivalent  in  English 
to  Technical  University. 


472  REPORT  OF  THE 

(4.)  The  Polytechnic  School  at  Stuttgart. 

(5.)  The  Polytechnic  School  at  Dresden. 

(6.)  The  Polytechnic  School  at  Hanover. 

(7.)  The  Polytechnic  School  at  Carlsruhe. 

(8.)  The  Polytechnic  School  at  Aachen  (Aix-la-Chapelle). 

(9.)  The  Technical  High  School  of  Berlin  (for  which  a  new  building 

is  now  in  course  of  erection  at  Charlottenburg). 
(10.)  The  Polytechnic  School,  Delft. 
(11.)  The  Polytechnic  School  of  Moscow. 

These  schools  have  been  built  at  a  cost  of  not  less  than  three  mil- 
lions sterling  ($15,000,000),  and  are  maintained  at  an  annual  cost  of 
over  £200,000 '($1,000,000). 

We  proceed  to  give  a  few  particulars  respecting  these  institutions, 
all  of  which,  with  the  exception  of  that  at  Moscow,  have  been  visited 
by  the  Commissioners. 

(1.)   The   Zurich   Polytechnic   School. — The   Federal   Polytechnic 
School  of  Zurich,  which  is  one  of  the  largest  as  well  as  one  of  the 
most  successful  of  its  kind,  was  established  by  the  Swiss  Confedera- 
tion in  1854,  and  the  building  has  since  been  considerably  enlarged 
and  extended.     This  noble  edifice  forms  one  of  the  principal  features 
of  Zurich,  standing  on  a  commanding  eminence  above  the  city.     The 
institution  comprises  seven  special  schools : 
(1.)  The  architectural  school,  with  3  years'  course. 
(2.)  The  civil  engineering  school,  with  3-J  years'  course. 
(3.)  The  mechanical  engineering  school,  with  3  years'  course. 
(4.)  The  school  of  chemical  technology  (including  pharmacy),  with 

3  years'  course. 
(5.)  The  school  of  agriculture  and  forestry,  forming  two  sub-sections, 

with  a  course  of  2-J-  years. 

(6.)  The   normal   school,   destined  to   educate   special  teachers  for 
mathematics  and  natural  science,  also  forming  two  sub-sections. 
(7.)  School  of  philosophical  and  political  science 

In  addition  to  these,  there  is  a  preparatory  mathematical  course, 
for  those  students  who  are  not  able  to  pass  the  entrance  examination 
required  in  this  subject,  to  admit  them  to  any  one  of  the  above 

courses. 

********* 

To  give  an  idea  of  the  completeness  and  extent  of  this  institution, 
it  will  be  sufficient  to  state  that  there  are  upwards  of  200  distinct 
courses  of  lectures,  given  by  45  professors  and  13  assistants,  not 
counting  the  tutors,  the  curators  of  the  museums,  and  the  servants 
employed  in  the  establishment. 

Many  names,  well  known  in  science  and  literature,  have  been  in 
the  past,  or  are  at  present  connected  with  this  great  institution. 

The  budget  of  the  school  for  1876  was  as  follows  : 


INDUSTRIAL  EDUCATION  COMMISSION.  473 

Annual  federal  subvention, £13,880 

Annual  subvention  of  the  canton  of  Zurich, 640 

Subvention  of  the  canton  and  the  town  of  Zurich  for  the 

purposes  of  the  natural  history  collection,  ........  176 

Fees  paid  by  students,  3,794 

The  total  annual  expenditure  being  a  little  under  £20,000  ($92,- 
450). 

In  addition  to  this  a  considerable  sum  has  been  bequeathed  to  the 
institution,  amounting  to  a  total  of  nearly  £20,000  ($100,000),  and 
within  the  last  few  months,  a  sum  of  £50,000  (about  $250,000),  has 
been  voted  by  the  Federal  Council  for  the  extension  of  the  chemical 
laboratories. 

The  regular  students  must  have  attaied  the  age  of  18,  and  must 
either  produce  certificates  of  good  conduct,  and  of  having  passed 
through  the  necessary  preliminary  studies,  or  must  undergo  an  en- 
trance examination,  producing  specimens  of  their  own  drawing. 
There  were  in  the  winter  semester  of  the  year  1880-81,  488  students 
and  253  auditors,  total,  741 ;  and  in  the  year  1881-82,  the  total  num- 
ber was  685. 

For  a  complete  course  of  instruction  in  any  one  department  the  fee 
is  £4  ($20)  for  the  semester.  The  winter  semester  lasts  from  October 
to  March,  and  the  summer  semester  from  April  to  August.  In  addi- 
tion, £2  ($10)  is  charged  for  each  of  the  laboratories  in  the  winter 
semester  and  £1 16s.  (about  $9)  in  the  summer.  Thus  the  total  cost 
to  a  student  in  the  chemical  department,  including  laboratory  prac- 
tice, does  not  exceed  £12  (about  $60)  per  annum. 

The  Department  of  civil  engineering  at  the  Zurich  Polytechnic,  is 
one  of  the  most  important  in  the  school,  and  was  founded  in  the 
year  1855,  together  with  the  schools  of  mechanical  engineering  and 
chemistry. 

The  course  of  instruction  extends  over  a  period  of  three  and  a  half 
years  (seven  sessions),  and  begins  each  year  in  October. 

For  admission  to  this  Department  the  candidate  has  to  pass  an  ex- 
amination in  mathematics,  mechanics,  physics  and  drawing,  or  to 
show  certificates  from  a  former  school  that  he  possesses  the  required 
proficiency  in  these  subjects.  Intending  students  may  enter  either 
as  regular  students  (Schiller)  or  as  auditors  (Zuhorer).  The  former 
are  bound  to  attend  all  the  obligatory  courses  of  lectures,  and  pay 
£4  ($20)  as  a  fee  for  the  whole  year;  auditors  can  obtain  permission 
from  the  professors  to  attend  the  courses  they  wish,  and  pay  a  fee  of 
four  shillings  (about  $1)  a  session  for  each  lecture  or  hour's  drawing 
they  attend  in  a  week.  The  great  difference  in  the  expense  makes 
the  number  of  auditors  very  small. 

The  first  three  sessions  are  occupied  almost  entirely  with  theoretical 
subjects,  such  as  pure  mathematics  (differential  and  integral  calculus, 
differential  equations,  and  higher  analytical  geometry),  descriptive 


474  REPORT  OF  THE 

geometry,  with  drawing,  mechanics  and  physics  treated  mathemati- 
cally. These  subjects  are  attended  also  by  the  students  of  the  Mathe- 
matical School,  and  are,  in  the  opinion  of  some,  rather  too  exhaus- 
tively treated  for  students  of  engineering.  For  instance,  the  descrip- 
tive geometry  course  extends  over  three  sessions,  with  three  or  four 
lectures  a  week,  and  includes  four  hours'  obligatory  drawing  per 
week  for  the  first  two  sessions.  The  four  hours'  drawing  per  week  is 
insufficient  to  finish  the  problems  given,  and  often  15  to  20  hours  in  a 
week  have  to  be  spent  in  solving  problems  in  descriptive  geometry. 
The  theories  expounded  in  the  third  session  are  of  a  still  more  ad- 
vanced character. 

Besides  these  subjects  there  are  in  the  first  three  sessions  several 
short  courses  on  more  practical  subjects,  e.  g.,  elementary  architec- 
ture, petrology,  applied  geology,  chemistry  of  building  materials,  and 
surveying  and  surveying  instruments. 

In  the  fourth  session  the  lectures  on  geopraphical  statics  are  com- 
menced, a  knowledge  of  which  is  very  important  in  bridge-designing. 
The  system  of  teaching  statics  mainly  by  geometrical  construction 
has  hitherto  been  little  employed  in  England  and  France  in  practical 
designing,  but  it  is  well  known  in  Germany  and  Italy. 

The  last  two  years  of  the  course  include  lectures  on  various  branches 
of  engineering,  tunnels,  stone  and  iron  bridges,  railways,  canals, 
roads,  geodesy,  etc.,  besides  a  great  amount  of  drawing  and  designing 
in  these  subjects.  There  are  also  courses  of  practical  surveying,  and 
astronomy,  with  observatory  practice. 

In  all  the  subjects  there  are  from  time  to  time,  usually  weekly, 
short  viva  voce  examinations,  and  problems  are  set  to  be  solved  out  of 
hours,  so  that  the  system  of  teaching  is  very  thorough.  Diplomas  of 
proficiency  are  given  to  students  who  pass  the  special  examinations 
held  at  the  end  of  the  fourth  and  seventh  sessions. 

The  average  number  of  students  in  civil  engineering  is  about  110, 
and  is  a  great  falling-off  from  the  number  in  the  years  1870-77,  which 
averaged  about  260.  The  fact  that  the  number  of  non- Swiss  students 
is  about  70  per  cent,  of  the  whole  is  a  proof  of  the  wide-spread  repu- 
tation of  the  school.  The  foreigners  are  from  all  parts  of  Europe, 
especially  Austria  and  Hungary,  as  well  as  from  North  and  South 
America  (Brazil). 

An  important  feature  of  the  institution  is  the  number  and  variety 
of  the  laboratories,  libraries,  museums  and  collections  of  apparatus 
and  objects  of  scientific  and  artistic  interest,  which  the  institution 
possesses,  of  which  the  following  is  a  list : 

1.  Several  libraries — (a)  belonging  to  the  school,  (b)  to  the  canton 

and  (c]  to  the  town  of  Zurich.     These  latter  have  been  placed 
at  the  service  of  the  students. 

2.  Various  collections  belonging  to  the  engineering  and  architectural 

divisions,  consisting  of  models,  instruments,  etc. 


INDUSTRIAL  EDUCATION  COMMISSION.  475 

3.  A  collection  of  plaster  casts  of  architectural  ornaments. 

4.  A  collection  of  specimens  of  construction  and  of  materials  used 

in  building. 

5.  A  collection  of  antique  vases. 

6.  A  collection  of  engravings,  about  24,000  in  number. 

7.  A  collection  of  geometrical  instruments. 

8.  A  collection  of  models  of  machinery. 

9.  A  collection  of  tools  and  models  for  the  section  of  applied  me- 

chanical technology. 

10.  A  collection  of  models  and  raw  and  finished  products  for  the  sec- 

tion of  chemical  technology. 

11.  A  collection  of  mathematical  and  geometrical  models. 

12.  A  collection  of  interesting   specimens,   tools,   etc.,   relating  to 

forestry. 

13.  A  collection  of  models,  implements  and  produce  in  all  depart- 

ments of  agriculture. 

14.  Collections  of  specimens  relating  to  natural  history,  zoology,  bot- 

any, mineralogy,  geology,  palaeontology  and  entomology. 

15.  An  archaeological  collection. 

16.  A  workshop  for  molding  and  casting  in  clay  and  plaster. 

17.  A  workshop  for  metal  work. 

18.  Laboratories  for  instruction  in  theoretical  and  applied  chemistry. 

19.  A  special  laboratory  for  agricultural  chemistry. 

20.  A  cabinet  of  physical  apparatus  and  a  physical  laboratory. 

21.  An  institute  of  vegetable   physiology,   comprising   a  room   for 

microscopic  researches,  a  physiological  laboratory,  botanical 
collections  and  hothouses. 

22.  A  botanical  garden,  with  a  museum  for  the  general  and  botanical 

collections. 

In  common  with  the  Polytechnic  Schools  of  Germany,  there  is  no 
manual  instruction  in  workmanship  of  a  mechanical  character. 

The  practical  instruction  in  each  department  is  of  a  strictly  scien- 
tific nature.  Thus,  for  example  in  chemistry,  the  instruction  given 
in  Prof.  Victor  Meyer's  laboratory  is  identical  with  that  given  in  the 
University  laboratories  of  Germany.  But  after  passing  through  the 
course  of  pure  chemistry,  including  both  laboratory  practice  and  lec- 
tures, the  student  may  proceed  to  the  classes  and  laboratory  work  of 
the  professor  of  applied  chemistry,  Dr.  Lunge;  the  practical  work  con- 
sisting chiefly  in  the  preparation  of  chemical  products.  The  labora- 
tories both  of  physics  and  of  chemistry  are  antiquated,  and  are  alto- 
gether insufficient  for  the  present  requirements  of  the  students.  Large 
extensions  in  this  respect  are  about  to  be  made,  the  sums  voted  for 
this  purpose  amounting,  as  already  stated,  to  £50,000  ($250,000). 

The  remark  which  has  been  made  with  regard  to  chemistry  applies 
also  to  the  physical  teaching,  namely,  that  the  instruction  is  not 
specially  adapted  to  any  particular  industrial  work,  but  is  of  a  general 


476  .      REPORT  OF  THE 

and  purely  scientific  character.  In  some  of  the  Polytechnic  Schools, 
notably  in  Munich  and  in  Stuttgart,  practical  laboratory  instruction 
in  physics  has  only  been  recently  introduced,  and  as  yet  on  a  small 
scale  :  even  in  these  cases  the  instruction  is  strictly  scientific  and  is  not 
especially  adapted  to  any  branch  of  electrical  engineering,  or  to  any 
other  industry  to  which  a  knowledge  of  physics  might  be  applied.  In 
Dr.  Weber's  physical  laboratory  at  Zurich,  it  is  true,  a  small  number 
of  students  receive  practical  instruction  in  exact  electrical  measure- 
ments, in  testing  of  resistances,  etc.,  but  no  courses  of  a  technical 
character  have  at  present  been  introduced  into  this  department  of  the 
Polytechnic. 

This  renowned  school  has  from  its  very  commencement  endeavored 
to  impart  the  greatest  possible  extent  of  scientific  instruction  in  each 
of  its  departments,  and  its  efforts  have  been  to  direct  thought  and 
research  of  the  highest  kind  in  their  applications  to  industrial  pur- 
suits, and  thus  to  bring  about  the  necessary  mutual  interchange  of 
ideas  between  science  and  practice ;  and  it  has  been  so  far  sucessful 
that  students  have  come  to  it  from  all  parts  of  the  world.  The  Com- 
missioners had  the  opportunity  of  judging  of  the  advantages  which  it 
has  bestowed,  not  only  upon  Switzerland,  but  also  upon  Germany,  by 
the  number  of  thoroughly  trained  scientific  men  who  have  been  edu- 
cated within  its  walls  and  who  are  now  holding  important  positions 
in  various  industrial  establishments  which  the  Commissioners  have 
visited. 


(b)  Report  on  Technical  Training  in  Prussia,  by  Herr  Von  Puttkammer. 

The  following  is  a  resume  of  a  Report  on  the  Organization  of 
Technical  Instruction  in  Prussia,  prepared  for  the  British  Commission 
by  Herr  von  Puttkammer. 

In  the  first  place,  it  appears  that  no  system  has  yet  been  developed 
for  the  technical  instruction  of  foremen  and  workmen  in  Prussia. 
Such  arrangements  as  exist,  differ  in  various  places,  and  cannot  be  re- 
garded as  permanent.  Indeed  it  may  be  said  that  by  far  the  larger 
proportion  of  skilled  artisans,  foremen  and  operatives  in  Prussia  have 
no  opportunity  afforded  them,  and,  it  may  be  added,  often  exhibit  no 
desire  to  obtain  further  information  than  they  have  gained  in  the 
primary  school,  where  the  instruction  in  drawing,  of  such  special  im- 
portance to  the  future  artisan,  has  hitherto  not  received  the  attention 
it  deserves.  An  improvement  in  this  direction  is  contemplated,  but 
its  execution  will  be  tedious  and  costly. 

Secondly,  the  technical  education  of  the  persons  intending  to  be- 
come masters  and  managers  of  industrial  establishments  has  been 
placed  in  Prussia  on  a  systematic  basis.  This  is  especially  the  case 


INDUSTBIAL  EDUCATION  COMMISSION.  477 

for  the  subjects  of  mechanical  and  civil  engineering,  chemistry  and 
architecture,  and  for  this  purpose,  technical  high  schools  of  Berlin, 
Hanover  and  Aachen  have  been  established,  the  cost  of  these  es- 
tablishments being  borne  solely  by  the  State.  All  persons  employed 
in  the  Civil  Service  in  the  branches  of  engineering  or  architecture  are 
obliged  to  attend  one  or  other  of  the  above  schools,  and  are  required 
to  pass  examinations  in  the  several  courses  of  study,  whilst  entrance 
to  the  technical  high  schools  is  allowed  only  to  those  who  can  present 
the  leaving  certificate  from  a  gymnasium,  Real  gymnasium,  or  an 
upper  Real  school,  indicating  the  proper  completion  of  a  strict  pre- 
liminary training. 

Side  by  side  with  this  advanced  system  of  technical  instruction  in 
Prussia,  a  number  of  "  Real "  and  u  Trade  "  schools  exist.  These  per- 
form the  functions  of  giving  a  training  of  a  less  advanced  type  avail- 
able for  persons  in  the  position  of  sub- managers,  or  for  students  of 
secondary  rank.  The  higher  class  of  these  schools  are  called  upper 
real  schools,  and  include  a  course  of  instruction  spread  over  nine 
years ;  others,  of  a  somewhat  lower  type,  have  courses  lasting  for  six 
or  seven  years ;  these  latter  are  termed  burgher  schools,  and  in  them 
a  general  education  is  given.  For  carrying  on  the  technical  training 
of  pupils  from  these,  or  from  the  primary  schools,  or  of  persons  al- 
ready apprenticed  or  engaged  in  trade,  a  class  of  schools  known  as 
u  trade  schools  "  (Fachschulen)  exists.  The  number  of  these  institu- 
tions in  Prussia  is  but  small,  and  efforts  recently  made  for  their  in- 
crease and  improvement  have  not  been  so  successful  as  might  be 
wished,  the  reason  being  that  the  locality  is  obliged  to  defray  the  cost 
of  buildings,  and  half  the  annual  expenses  not  covered  by  school  fees. 
The  fact  that  the  total  annual  cost  to  the  State  of  these  schools  does 
not  exceed  £18,000  ($90,000)  proves  that  they  can  neither  be  numer- 
ous or  of  an  elaborate  character. 

The  technical  schools  proper  of  Prussia  include  the  following : 
(a.)  Eight  building  schools  in  Berlin,  Nieuberg,  Eikernforde,  Bres- 

lau,  Hoxter  and  Idstein. 

(b.)  One  school  for  machine  construction  at  Einbeck. 
(a)  Four  weaving  schools  at  Crefeld,  Mulheim  and  Einbeck. 
(d.)  A  training  school  for  basket  makers  at  Heinsberg. 
(e.)  A  trade  school  for  pottery  at  Hohr. 

(f.)  A  trade  school  for  workers  in  metal  at  Iserlohn  and  another  at 
Remsheid. 

In  addition  to  these  special  schools,  about  10  or  12  trade  drawing 
schools  exist  in  various  towns,  as  well  as  trade  continuation  schools 
for  apprentices  and  artisans  under  18  years  of  age,  who  can,  by  local 
enactment,  be  compelled  to  attend  these  schools,  their  employers 
being  bound  to  grant  them  the  necessary  time,  and  attendance  at  such 
obligatory  schools  is  recognized  by  the  State.  In  cases  where  the 
obligatory  attendance  is  enforced,  the  State  pays  half  the  expenses, 


478  REPORT  OF  THE 

but  the  total  yearly  amount  of  State  grant  is  not  more  than  £8,000 
($40,000).  The  most  recent  additions  to  this  class  of  school  are  the 
artisan  school  in  Berlin,  and  the  Sunday  and  evening  school  at  Bres- 
lau.  In  neither  of  these,  however,  is  the  attendance  compulsory,  and 
the  number  of  pupils  in  the  classes  last  winter  was  700  and  400 
respectively.  .  , 

Other  more  special  technical  institutions  are  the  agricultural  schools, 
the  educational  workshops  of  the  State  Railways,  the  navigation 
schools  and  the  higher  mining  schools.  Each  of  these  sets  of  schools 
is  placed  under  the  direction  of  the  Departmental  Ministry.  Of  561 
apprentices  in  the  government  railway  workshops,  277  attended  the 
special  schools  established  for  their  benefit.  Of  the  navigation 
schools  about  14  exist.  They  provide  a  suitable  training  for  persons 
entering  the  merchant  service,  assisting  them  in  obtaining  the  knowl- 
edge requisite  for  passing  the  prescribed  examinations  for  steersmen. 
No  schools  for  the  education  of  mates  or  petty  officers  exist  in  Prus- 
sia. Seven  mining  schools  proper  exist  in  Prussia,  viz :  in  Tarnowitz, 
Eisleben,  Bochum,  Siegen,  Dillenberg,  Saarbriicken  and  Clausthal, 
whilst  five  preparatory  or  inferior  schools  for  a  lower  grade  of  miners 
are  established  in  the  mining  centres. 

A  Royal  Commission  on  technical  instruction  in  Prussia  is  now  sit- 
ting for  the  purpose  of  receiving  communications  on  the  development 
of  the  opportunities  for  technical  instruction. 


(c)  General  Review  of  Polytechnic  Schools. 

Having  concluded  our  report  on  the  Polytechnic  schools  of  Ger- 
many, we  pass  to  certain  important  general  considerations  respecting 
the  higher  scientific  and  technical  education  in  that  country.  In  the 
first  place,  the  question  as  to  the  value  of  the  training  at  the  Poly- 
technic school,  as  compared  with  that  given  at  the  University,  and 
especially  as  to  how  far  the  division  into  purely  scientific  subjects  as 
taught  in  the  Universities,  and  applied  science  as  taught  in  the  Poly- 
technic Schools  of  Germany,  is  a  wise  or  advisable  arrangement,  as 
also  of  what  is  the  best  preliminary  training  for  Polytechnic  students, 
has  been  the  subject  of  much  discussion,  and  the  Commissioners  have 
been  at  the  pains  of  obtaining  opinions  on  this  subject  from  a  num- 
ber of  distinguished  men  connected  with  the  Universities  and  also 
with  the  Polytechnics. 

It  may  be  mentioned  that  in  the  Polytechnics  of  Germany  there  is 
accommodation  for  about  6,000  students,  whilst  the  total  attendance  is 
little  more  than  2,000,  and  the  annual  cost  to  the  State  of  each  stu- 
dent, exclusive  of  interest  on  capital,  is  about  £100  ($500).  This  ap- 
parently unnecessary  extension  of  the  Polytechnic  schools  in  that 


INDUSTRIAL  EDUCATION  COMMISSION.  479 

country  is  partially  accounted  for  by  the  fact  that,  when  they  were 
originally  erected,  Germany  consisted  of  several  independent  states 
which  have  since  been  united  in  the  German  Empire. 

To  the  multiplication  of  these  Polytechnics,  and  to  the  small  cost 
of  a  higher  or  University  education,  may  be  ascribed  the  general  dif- 
fusion of  a  high  scientific  knowledge  in  Germany,  its  appreciation  by 
all  classes  of  persons,  and  the  adequate  supply  of  men  competent,  so 
far  as  theory  is  concerned,  to  take  the  place  of  managers  and  super- 
intendents of  industrial  works,  as  well  as  of  teachers  in  technical  and 
other  schools. 

In  England  there  is  still  a  great  want  of  this  last  class  of  persons ; 
and  whether  schools  of  practical  and  applied  science  be  affiliated  to 
the  University,  or  exist  separately  and  independently  as  in  other 
countries,  it  is  very  important  that  facilities  should  be  offered  to  such 
selected  pupils  from  schools  of  lower  grade  as  may  be  competent  to 
profit  by  it,  to  receive  the  highest  scientific  and  technical  instruction, 
gratuitously,  or  at  a  small  cost,  in  order  that  this  country  may  be  bet- 
ter supplied  than  it  is  at  present  with  competent  instructors. 

As  regards  the  kind  of  training  that  will  best  fit  a  youth  to  become 
the  head  of  an  industrial  concern,  opinions  both  here  and  abroad 
differ  considerably ;  but  in  the  value  of  the  education  given  in  the 
German  Polytechnics  as  a  part  of  the  training  of  engineers,  most 
competent  authorities  on  the  Continent  appear  to  agree. 

In  dealing  with  the  superior  education  of  those  destined  to  become 
employers  or  proprietors  of  large  industrial  concerns  in  Germany  and 
Switzerland,  we  must  state  in  conclusion  that  the  Gymnasia  and 
Universities,  in  spite  of  the  existence  of  the  numerous  Techninal 
High  Schools,  still  serve  to  train  probably  the  larger  portion  of  those 
who  are  to  take  the  lead  in  manufacturing  industries,  and  that,  con- 
sequently, the  persons  so  educated  cannot  be  said  to  receive  any 
technical  training  in  the  school.  The  University  is  the  natural  termi- 
nation of  the  career  of  the  student  entering  the  Gymnasium,  which 
is  par  excellence  the  school  of  the  higher  and  upper  middle  ranks  of 
society  on  the  Continent;  and,  where  time  and  money  are  of  secondary 
importance,  no  education  is  deemed  to  have  been  properly  completed 
without  a  few  years  passed  at  one  or  other  of  the  numerous  Universi- 
ties. 

There  are  in  all  four  and  twenty  Universities  in  the  German  Em- 
pire, five  in  Switzerland,  nine  in  Austria,  and  the  German  University 
of  Dorpat  in  Russia,  and  the  total  number  of  students  who  are  being 
trained  in  them  is  little  short  of  35,000.  In  the  first  rank,  as  regards 
the  number  of  those  under  instruction,  stands  the  University  of 
Berlin  with  the  enormous  total  of  4,995  students,  together  with  3,900 
non-matriculated  auditors.  Leipsic  comes  second,  with  a  total  of 
3,166  students  and  3,111  auditors,  while  Munich  has  respectively  2,049 
students  and  2,017  auditors.  In  the  next  class  are  the  important  and 


480  REPORT  OF  THE 

flourishing  Universities  of  Breslau,  1,682  students ;  Halle,  1,414  stu- 
dents; Tubingen,  1,414;  Bonn,  1,102;  Gottingen,  1,096,  and  Wiirz- 
burg,  1,091,  while  the  Russian  University  of  Dorpat  numbers  1,277 
students,  and  the  Austrian  University  of  Lemberg  is  returned  at 
1,011.  The  numbers  at  Vienna  and  Pesth  are  not  stated,  but  they 
probably  considerably  exceed  those  at  Lemberg.  The  staff  of  pro- 
fessors for  this  immense  body  of  students  is  equally  remarkable. 
Thus  at  Vienna,  there  are  in  all  272  on  the  teaching  body,  including 
however,  127  honorary  academical  professors.  At  Berlin,  the  total 
teaching  staff  numbers  241 ;  at  Leipsic,  171 ;  Prague,  150;  Pesth,  143; 
Munich,  141 ;  Breslau,  123 ;  Gottingen,  119  ;  Bonn,  110  and  Heidel- 
berg, 109. 

To  give  an  idea  of  the  large  sums  spent  by  the  German  Govern- 
ments on  the  scientific  departments  of  their  State  Universities,  it  may 
suffice  to  mention  the  cost  of  a  few  of  the  departments  of  the  new 
University  of  Strasburg.  The  total  outlay  on  the  buildings  of  this 
University,  either  now  complete,  in  process  of  erection  or  planned,  is 
£600,000  ($3,000,000).  The  department  of  botany  has  had  a  sum  of 
£20,000  ($100,000)  devoted  to  it;  that  of  physics,  £30,000  ($150,000); 
that  of  chemistry,  including  a  residence  for  the  director,  £35,000 
($175,000).  These  items  include  the  permanent  fittings  of  the  various 
laboratories,  but  not  the  apparatus  and  collections  which  have  been 
partly  inherited  from  former  years,  and  are  partly  purchased  from  the 
annual  allowances  of  the  various  departments. 

The  yearly  budget  of  the  chemical  department  amounts  to  £1,335 
($6,675),  not  including  either  the  salaries  of  the  two  professors  (about 
$4,000)  or  the  cost  of  heating  and  lighting,  which  are  defrayed  by  the 
University.  It  includes  the  salaries  of  five  assistants  (about  $1,275) 
and  the  wages  of  four  servants  ($1,300),  leaving  a  sum  of  £820 
($4,100)  to  meet  the  general  working  expenses  of  the  departments, 
including  the  purchase  of  chemicals,  apparatus,  specimens,  etc.  The 
number  of  students  working  in  the  chemical  laboratories  at  Strasburg 
is  about  100. 


(d)  Higher  Elementary  Technical  Schools  in  Germany. 

The  Commissioners  have  not  found  in  Germany  any  schools  which 
exactly  correspond  to  the  professional  schools  of  France,  already  de- 
scribed. There  have  existed,  however,  since  1850,  a  number  of 
schools  known  as  Gewerbe  Schulen  (trade  schools),  originally  intended 
to  impart  technical  instruction  to  boys  in  training  to  become  masters 
of  small  industries,  foremen  in  works,  etc.  In  these  schools  primary 
education  is  continued,  and  additional  instruction  is  given  in  mathe- 
matics, descriptive  geometry,  drawing,  elementary  science  and  some 


INDUSTRIAL  EDUCATION  COMMISSION.  481 

modern  language.  In  none  of  these  schools  is  any  attempt  made  to 
give  workshop  instruction.  In  most  parts  of  Germany  these  schools 
are  now  known  as  Lower  Real-schulen  and  lead  up  to  the  Industrial 
School  of  Bavaria,  or  the  higher  Secondary  Keal  School  in  other 
countries. 


(e)  Apprenticeship  Schools  in  Germany. 

In  most  of  the  apprenticeship  schools  of  Germany,  that  is,  schools 
for  the  training  of  workmen  or  foremen,  instruction  in  pure  and  ap- 
plied art  combined  with  practical  work  in  the  shops  forms  an  impor- 
tant feature  of  the  curriculum.  The  earliest  attempt  to  introduce 
schools  of  a  technical  character  into  Germany  was  due,  as  is  well 
known,  to  the  initiative  of  Dr.  Von  Steinbeis,  after  the  great  Exhibi- 
tion of  1851.  They  have  since  spread  over  Southern  Germany  and 
Austria,  and  have  recently  been  introduced  into  Prussia.  Of  these 
latter,  one  of  the  best  arranged  is  the  Royal  Fach  Schule  of  Iser- 
lohn,  in  Westphalia,  a  district  abounding  in  ironworks  and  collieries, 
this  being  the  first  school  of  the  kind  established  in  Prussia.  It  is  a 
school  in  which  industrial  art  adapted  to  metal  work  is  combined  with 
handicraft  teaching.  The  Commissioners  visited  this  school  under  the 
guidance  of  Dr.  Renter,  who  was  formerly  director  of  the  engi- 
neering school  at  Komotau,  and  it  was  in  consequence  of  the  suc- 
cess of  this  and  of  the  other  trade  schools  in  Austria  that  similar 
schools  have  begun  to  be  established  in  Prussia.  The  school  owes  its 
origin  to  the  want  experienced  by  the  manufacturers  of  the  district  of 
better  preparatory  instruction  of  the  pupils  who  enter  their  works. 
It  has  been  established  only  four  years.  The  pupils  of  this  school  go 
through  a  three  years'  course,  and  are  trained  as  designers,  modellers, 
wood  carvers,  molders,  founders,  turners  and  pressers,  chasers,  en- 
gravers, gilders  and  etchers.  The  drawing  copies  for  ornament  are 
published  by  Yeith  of  Carlsruhe.  The  subjects  of  instruction  are  in 
part  theoretical  and  in  part  practical.  The  theoretical  instruction 
comprises  drawing  in  all  its  branches,  modelling  in  wax  and  clay,  the 
elements  of  chemical  and  physical  science,  mathematics,  German 
language,  history  of  art,  metal  work  and  technology.  The  practical 
instruction  includes  lessons  in  the  different  departments  of  work 
which  the  pupil  is  likely  to  follow,  each  pupil  being  required  to  state 
on  entry  in  which  particular  branch  of  the  industry  he  is  desirous  of 
special  training.  The  hours  of  instruction  are,  in  the  morning,  from 
8  to  12  in  the  winter,  and  from  7  to  11  in  the  summer,  and  in  the  af- 
ternoon from  to  2  to  6.  In  this,  as  in  other  technical  schools,  it  may 
be  noticed  that  the  hours  of  instruction  are  much  longer  than  in 
31  ED.  COM. 


482  REPORT  OF  THE 

schools  in  which  there  is  little  or  no  practical  work,  the  alternation  of 
mental  and  bodily  exercise  enabling  the  pupil  to  apply  himself  to 
school  work  without  fatigue  for  a  greater  number  of  hours  than  is 
possible  where  the  instruction  is  theoretical  only. 

The  school  is  well  fitted  with  workshops,  having  the  necessary  appli- 
ances including  a  six-horse-power  gas  engine,  hydraulic  press,  a  planing 
machine,  a  shaping  machine  from  Chemnitz,  as  well  as  elaborate 
lathes  for  wood  turning  and  metal  turning,  made  in  Vienna,  England, 
Scotland  and  America. 

The  curriculum  of  the  school  instruction  is  interesting  as  indicating 
the  general  scientific  and  artistic  teaching  which  all  the  pupils  .undergo 
before  devoting  themselves  more  particularly  to  any  branch  of  special 
practical  work. 

Besides  the  day  school,  in  which  the  pupils  are  engaged  from  8  to 
10  hours,  there  is  an  evening  school  in  which  a  course  of  instruction 
occupying  three  hours  is  given,  comprising  model  and  ornamental 
drawing,  German,  physics  and  arithmetic.  The  instruction  in  the 
evening  school  is  intended  for  the  workpeople  in  the  numerous  man- 
ufactories of  the  district,  and  is  almost  wholly  theoretical.  £500 
($2,500)  was  subscribed  for  apparatus,  etc.,  by  the  leading  manufac- 
turers of  the  district.  The  school  budget  is  £850  ($4,250). 


(f)  Conversations  on  Artistic  and  Technical  Instruction. 

The  professors  [Lange  of  Munich  and  Mayer  of  Nuremberg]  stated 
that  the  conviction  is  universal  throughout  the  country  that  the  vari- 
ous art  and  technical  schools  are  exercising  a  most  important  influence 
upon  their  manufacturing  industries.  In  their  belief,  they  can  only 
meet  the  competition  of  their  rivals  in  their  own  and  other  countries 
by  training  their  workmen  in  taste  and  skill,  and  their  industries  will 
prosper  in  proportion  as  they  keep  up  the  efficiency  of  their  schools, 
and  spread  their  influence  among  the  workers  themselves.  On  all 
hands  this  movement  is  progressing,  and  they  are  compelled  to  strain 
every  nerve  in  order  not  to  fall  behind.  And  what  is  the  result  ? 
They  can  see  a  superior  taste  in  every  object  made  by  hand,  as  an 
outcome  of  these  schools ;  and  they  they  can  now  almost  tell  by  the 
work,  where  the  workman  or  designer  has  been  trained.  Taste  has 
become  almost  like  a  man's  handwriting,  and  they  can  recognize  the 
man,  or,  at  least,  his  school,  in  his  work.  The  great  Nuremberg  crafts- 
men of  old  have  not  ceased  to  inspire  their  followers  with  some  of 
their  enthusiast  and  noble  feeling,  although  centuries  have  passed 
since  they  lived  and  worked  in  this  city.  The  inhabitants  are  all 
proud  of  the  old  couplet — 

"  Nuremberg's  hand 

Goes  through  every  land  ;  " 


INDUSTRIAL  EDUCATION  COMMISSION.  483 

and  they  claim  that  it  is  no  mere  figure  of  speech.  And,  if  the 
artistic  supremacy  of  Nuremberg  is  not  marked  at  present  as  in  olden 
times,  it  is  because  of  the  spread  of  art  culture  in  other  communities. 
Other  influences  materially  interfere  with  the  localization  of  art  in- 
dustries. In  these  days  of  quick  and  easy  traveling,  the  fame  of  a 
school  attracts  students  from  a  long  distance,  and  clever  students  be- 
longing to  a  town  in  which  a  good  school  is  located,  often  finds  it  ad- 
vantageous to  remove  to  places  less  favoured,  and  there  sell  their 
cultivated  talent  to  capitalists  who  can  utilize  it  to  their  profit.  Thus, 
not  in  Bavaria,  or  even  in  Germany  only,  but  in  many  other  parts  of 
Europe,  are  designers  and  art  workmen,  who  have  been  trained  at 
the  schools  of  Nuremberg  and  Munich,  who  now  enrich  the  industries 
of  their  new  homes. 

The  Kunstgewerbe  schools  of  Munich  and  Nuremberg  having  been 
eminently  successful  in  the  training  of  industrial  designers  and  art 
workmen,  the  professors  were  interrogated  as  to  the  methods  adopted 
in  the  training  of  their  students.  They  insisted  that  the  student  must 
first  be  taught  to  draw  thoroughly,  drawing  being  the  language  of  his 
profession.  "  The  groundwork  of  all  design  that  is  worth  anything 
is  art.  If  the  student  has  any  talent  or  art-feeling  within  him.  his 
power  of  drawing  will  enable  him  to  give  it  expression ;  but,  without 
thought  and  imagination,  there  can  be  no  originality  of  design.  Mere 
knowledge  of  drawing  will  not  make  a  man  a  good  artist  any  more 
than  knowledge  of  language  will  make  him  a  poet ;  but  designer  and 
poet  are  helpless  without  the  knowledge  of  the  language  by  which 
their  art  can  be  expressed  to  others.  Teachers  need  to  study  the 
peculiarities  of  their  students,  for  all  cannot  be  dressed  in  the  same 
clothes,  or  combed  with  the  same  comb." 

The  students  are  drawn  from  all  classes  of  society,  except  the 
highest.  Many  who  go  through  the  full  three  years'  courses  are  the 
sons  of  small  manufacturers  of  artistic  objects.  In  Germany,  the 
proportion  of  men  in  small  industries,  or  who  have  small  workshops 
in  their  own  homes,  is  very  large,  as  compared  with  England.  Many 
students,  especially  those  connected  with  building  and  out-door  trades, 
only  come  in  the  winter,  when  out-door  work  is  often  suspended. 
Some  intend  to  become  teachers,  and,  as  there  are  no  normal  schools 
in  Bavaria  for  training  teachers  of  drawing,  these  high  schools  are,  to 
some  extent,  utilized  by  them.  Such  students  are  required  to  go 
through  the  technical  courses  according  to  the  school  programme,  and 
their  numbers — attending  the  Munich  and  Nuremberg  schools — are 
really  decreasing.  On  being  asked  if  any  students  besides  those  at- 
tending only  in  winter,  support  themselves  while  attending  the  classes, 
Professor  Lange  stated  that  trom  seven  to  eight  per  cent,  of  his  stu- 
dents at  Munich  maybe  called  "half-timers,"  working  outside  the 
school  a  number  of  hours  daily,  often  selling  their  designs  or  work  in 
wood  carving,  modeling,  glass  or  porcelain  painting,  etc.,  executed 


484  REPORT  OP  THE 

either  in  the  school  or  out  of  it.  At  present  the  number  of  students 
of  the  artisan  class,  who  have  been  engaged  in  practical  work  before 
coming  to  the  schools,  or  who  do  practical  work  out  of  school  hours, 
is  increasing.  Such  students,  in  the  opinion  of  both  professors,  are 
generally  the  most  successful.  They  come,  as  a  rule,  after  two  or 
three  years'  work,  when  they  have  begun  to  feel  their  deficiencies, 
and  are  really  anxious  to  improve  themselves.  They  may  have,  in 
the  first  instance,  less  expertness  in  drawing  than  the  schoolboy  of  16 
who  has  enjoyed  continuous  instruction  from  his  childhood,  but,  hav- 
ing had  experience  of  practical  work  in  a  definite  trade,  they  know 
what  they  want  to  learn,  and  they  work  with  greater  care  and  persever- 
ance. One  of  the  professors,  in  1876,  attended  a  congress  of  professors 
and  promoters  of  design  and  art  work,  and  the  question  was  seriously 
discussed  as  to  whether,  in  the  first  place,  students  should  not  be  re- 
quired to  work  at  some  trade  for  about  two  years  before  coming  to 
the  Kunstgewerbe  school ;  and,  in  the  second,  whether  apprentices 
engaged  in  art  work  should  not  be  compelled  to  attend  the  school 
also.  The  congress  was  unanimous  as  to  the  importance  of  the  dual 
principle,  that  the  designer  should  know  something  of  practical  work, 
and  that  the  practical  workman  something  of  design,  but  could  not 
see  its  way  to  make  it  compulsory.  At  the  Nuremberg  school  there 
are.  in  winter,  120  students  who  earn  their  livelihood  by  day,  and 
study  art  in  the  evening.  Some  of  the  most  valuable  work  in  the 
school  is  executed  by  these  students. 

The  Kunstgewerbe  schools  of  Bavaria  are  greatly  helped  by  the 
ordinary  Fortbildung  or  night  schools,  which  apprentices  are  required 
to  attend  during  the  evenings  and  on  Sundays.  These  schools  are 
almost  invariably  free ;  they  supplement  and  continue  the  education 
received  in  the  day  schools,  and  are  taken  advantage  of  by  middle- 
aged  as  well  as  young  men,  desirous  of  improvement.  They  are 
technical  in  the  truest  sense  of  the  word ;  science  and  drawing  are 
taught,  in  their  bearing  upon  upon  the  industries  of  the  students. 
The  Fortbildung  schools  are  nurseries  which  are  constantly  sending 
earnest  students  to  the  Kunstgewerbe  schools,  where  their  particular 
tastes  are  cultivated  in  the  direction  in  which  they  can  be  made  most 
useful.  But  for  these  intermediate  schools,  some  of  the  cleverest 
designers  and  best-  art  workmen  would  never  have  been  discovered, 
for  they  would  not  have  been  induced  to  take  the  first  steps  in  art 
culture,  by  which  alone  their  talent  was  brought  to  light.  The 
professors  drew  our  attention  to  the  very  excellent  examples  of  model- 
ing, wood- carving,  and  smiths'  and  mechanics'  work  sent  to  the  ex- 
hibition by  several  of  the  Fortbildung  schools  of  Bavaria,,  work  which, 
had  it  been  done  by  any  provincial  art  school  in  England,  would  have 
materially  enhanced  its  reputation. 

In  olden  times  every  workshop  was  a  school,  and  the  u  werkmeister" 
was  an  artist  as  well  as  a  handicraftsman.  The  apprentice  went 


INDUSTRIAL  EDUCATION  COMMISSION.  485 

though  his  course  of  seven  years'  apprenticeship  and  learned  every 
detail  of  his  master's  business.  All  this  has  now  changed,  the  work- 
men is  ceasing  to  learn  his  trade.  What  with  the  exigencies  of  the 
military  system,  and  the  increasing  division  of  labor,  the  training  of 
the  workmen  in  the  old-fashioned  way  is  impossible ;  he  may  learn  a 
part  of  a  trade  in  the  workshop,  but  he  seldom  learns  the  whole  of  it. 
It  is  therefore  all  the  more  important  that  the  school  should  step  in 
and  supply,  as  far  as  possible,  the  defects  of  our  industrial  system. 
Each  trade  has  its  theoretical  as  well  as  its  practical  side,  and,  con- 
sidering that  the  workshop  does  less  for  the  training  of  the  apprentice 
than  before,  it  is  necessary  that  the  school  should  do  its  part  as  thor- 
oughly and  systematically  as  possible.  These  schools  represent  the 
faith  of  the  people,  expressed  on  ail  hands,  and  supported  by  daily 
experience,  that  taste  is  one  of  the  most  important  factors  in  indus- 
try. From  nearly  every  trade  the  cry  comes  for  more  taste,  more 
skill.  It  is  not  now  a  mere  sentiment,  that  prompts  governments  and 
municipalities  to  make  great  sacrifices  for  these  schools.  They  feel 
that  the  prosperity  of  their  industries  depends  entirely  upon  the 
cheapness  and  attractiveness  of  their  productions,  and  although  the 
workshop  may  do  something  for  the  former,  the  latter  depends  upon 
the  taste  and  skill  of  the  employer,  foreman,  or  artisan.  As  practical 
evidences  of  their  success,  these  gentlemen  conducted  us  over  some 
departments  of  the  Exhibition,  in  which  the  influence  of  their  schools 
upon  the  workmanship  of  countless  objects  of  manufacture  was  un- 
mistakable. 


(g)  Influence  of  Technical  Training  on  the  Chemical  Color  Industry  of 
Germany  and  Switzerland. 

Among  the  coal  tar  color  works  visited  by  the  Commissioners,  were 
those  erected  on  the  banks  of  the  Rhine,  at  Basle,  by  Messrs.  Bind- 
schedler  and  Busch.  These  works,  though  far  less  extensive  than 
those  of  Messrs.  Meister,  Lucius  and  Briining,  at  Hochst,  or  of  the 
Baden  Aniline  and  Soda  Works,  at  Ludwigshafen,  are  carried  on  in  a 
no  less  scientific  spirit,  and  the  general  method  of  working  adopted 
in  all  these  establishments  is  identical. 

The  first  principle  which  guides  the  commercial  heads  of  all  the 
Continental  colour  works,  is  the  absolute  necessity  of  having  highly 
trained  science  chemists,  not  only  at  the  head  of  the  works,  but  at 
the  head  of  "'wery  department  of  the  works  where  a  special  manufac- 
ture is  being  carried  on.  In  this  respect  this  method  of  working 
stands  in  absolute  contrast  to  that  too  often  adopted  in  chemical 
works  in  this  country,  where  the  control  of  the  processes  is  left  in  the 


486  REPORT  OF  THE 

hands  of  men  whose  only  rule  is  that  of  the  thumb,  and  whose  only 
knowledge  is  that  bequeathed  to  them  by  their  fathers. 

On  entering  the  works  of  Messrs.  Bindschedler  and  Busch,  one  is 
struck  in  the  first  place  with  the  adaptation  of  means  to  ends,  with 
the  substantially  built,  well-lighted,  well-ventilated  workshops,  and 
above  all,  with  the  all-prevading  cleanliness  and  neatness.  But  it  is 
not  of  these  things  that  we  now  desire  to  speak,  but  rather  of  the 
method  by  which  their  business  is  conducted.  In  the  first  place,  then, 
the  scientific  director  (Dr.  Bindschedler)  is  a  thoroughly  educated 
chemist,  cognizant  of,  and  able  to  make  use  of  the  discoveries  emanat- 
ing from  the  various  scientific  laboratories  of  the  world.  Under  him 
are  three  scientific  chemists,  to  each  of  whom  is  intrusted  one  of  the 
three  main  departments  into  which  the  works  are  divided.  Each  of 
these  head  chemists,  who  have  in  this  instance  enjoyed  a  thorough 
training  in  the  Zurich  Polytechnic,  has  several  assistant  chemists 
placed  under  him,  and  all  these  are  gentlemen  who  have  had  a  theo- 
retical education  in  either  a  German  University  or  in  a  Polytechnic 
School. 

An  important  part  of  the  system  has  now  to  be  noticed,  viz  :  That 
directly  under  these  scientific  assistants  come  the  common  workmen, 
who  have,  of  course,  no  knowledge  whatever  of  scientific  principles, 
and  who  are,  in  fact,  simple  machines,  acting  under  the  will  of  a 
superior  intelligence.  The  many  and  great  advantages  of  this  ar- 
rangement are  patent  to  all ;  and  the  fact  of  having  men  of  education 
and  refinement  in  positions  of  the  kind,  renders  the  foreign  manufac- 
turer who  adopts  this  system  less  liable  to  annoyance  and  loss  (from 
sources  which  we  need  not  more  nearly  specify)  than  his  English 
competitor,  who  works  on  a  different  plan. 

So  much  for  the  personnel  of  the  works.  Now  for  the  mode  in 
which  they  carry  on  their  work.  To  begin  at  the  beginning,  we  find 
no  less  than  ten  well-equipped,  airy,  experimental  laboratories  in 
these  works,  perfectly  distrinct  from  the  workshops  where  the  manu- 
facturing processes  are  carried  on.  In  these  len  laboratories  the  chief 
departmental  chemists  and  their  assistants  work  out  their  investiga- 
tions respecting  the  production  of  new  coloring  matters,  or  the  more 
economic  manufacture  of  old  ones.  To  assist  them  in  their  work,  a 
complete  scientific  library  is  at  hand,  containing  all  the  newest  re- 
searches, for  these,  as  we  have  said,  form  the  material  out  of  which 
the  color-chemist  builds  up  his  manufacture,  and  no  sooner  do  the 
results  appear  of  a  perhaps  purely  scientific  research  which  may  pos- 
sibly yield  practical  issues,  than  the  works-chemist  seizes  on  them  and 
repeats  these  experiments,  modifying  and  altering  them  so  as  at  last 
to  bring  them  within  the  charmed  circle  of  financial  success. 

Thanks  to  Dr.  Bindschedler,  we  are  able  to  quote  a  specially  repre- 
sentative case,  and  a  clear  description  of  one  such  case  is  worth  a  host 
of  generalities.  Through  the  original  investigations  of  Messrs.  Emil 


INDUSTRIAL  EDUCATION  COMMISSION.  487 

and  Otto  Fischer,  the  attention  of  the  manufacturer  was  drawn  to  the 
leuco  or  colorless  base  obtained  by  the  action  of  benzaldehyde  on 
dimethylaniline,  inasmuch  as  they  stated  that  the  salts  of  these  color- 
less bases  become  green  on  exposure  to  air.  Founded  on  these  obser- 
vations, an  endeavor  was  made  to  effect  the  practical  manufacture  of 
a  green  coloring  matter  by  oxidation  of  these  colorless  bodies.  In 
order  to  attain  the  desired  end,  the  following  investigations  had  to  be 
made  by  the  chemist  and  his  assistants  who  were  to  conduct  the 
operations : 

(1.)  A  cheap  method  had  to  be  found  for  manufacturing  benzalde- 
hyde. 
(2).  A  profitable  mode  of  making  the  leuco-base  had  to  be  worked 

out. 

(3.)  The  proper  oxydizing  agents  and  their  best  method  of  applica- 
tion had  to  be  determined. 

(4.)  The  best  method  of  purifying  and  of  crystalizing  the  green  color- 
ing matter  had  to  be  discovered. 

The  laboratory  experiments  on  the  above  points  having  proved  so 
far  successful  as  to  give  prospects  of  good  results,  operations  on  a 
somewhat  larger  scale  were  started,  and  these  yielding  a  satisfactory 
issue,  the  manufacture  proper  of  the  coloring  matter,  now  well  known 
as  malachite  green,  on  the  technical  scale  was  commenced ;  all  the 
operations  being  watched  by,  and  constantly  being  under  the  con- 
trol of  the  chemists.  But  even  now  their  scientific  work  is  by  no 
means  ended.  Continuous  laboratory  experiments  go  on  for  the  pur- 
pose of  finding  improvements  in  the  mode  of  manufacture.  Thus, 
for  example,  the  improved  yield,  both  as  to  quality  and  quantity  of 
the  benzaldehyde  is  a  matter  of  investigation.  Again,  the  synthetic 
production  of  the  pure  leuco-base  by  a  more  direct  process  is  sought 
for,  so  far  as  to  get  rid  of  loss  in  working,  and  to  obtain  a  yield  as 
close  as  possible  to  that  pointed  out  by  theory.  In  the  same  way  im- 
provements in  the  materials  used  for  oxidation,  and  in  their  applica-* 
tiori,  are  made,  so  as  to  affect  the  oxidation  quantitatively,  without 
the  formation  of  by-products.  Lastly,  the  action  of  various  solvents 
is  examined,  so  as  to  obtain  the  best  form  of  the  crystallized  coloring 
matter.  As  indicating  the  value  of  these  improvements  made  after 
the  color  became  a  marketable  article,  it  is  only  necessary  to  state 
that  the  price  of  the  crystallized  oxalate  has  been  reduced  from  £2 
($10)  to  £1  4s.  ($6)  per  kilo. 


488  REPORT  OF  THE 

(h)  Influence  of  Technical  Training  on  the  Beet-sugar  Manufacture. 

Probably  no  more  striking  illustration  of  the  rise  of  a  successful  and 
most  important  industry  depending  upon  the  application  of  the  scien- 
tific principles  of  engineering  and  chemistry  can  be  found  than  in  the 
Continental  beet-root  sugar  manufacture.  The  increase  in  the  con- 
sumption of  sugar  in  this  country  has  been  very  great.  In  1843  it 
amounted  to  200,000  tons;  this  figure  was  doubled  in  1854;  in  1874  it 
reached  850,000  tons,  and  in  1882,  1,000,000  tons  of  sugar  were  con- 
sumed in  the  United  Kingdom.  Of  these  quantities  in  1870,  165,000 
tons  consisted  of  beet-root  sugar,  whilst  in  1882,  the  total  was  over 
400,000  tons,  valued  at  £10,000,000  ($50,000,000).  The  whole  of  this 
amount  is  imported  from  Belgium,  France  and  Germany,  as  no  beet- 
root sugar  is  manufactured  in  this  country. 

To  show  the  extent  and  growth  of  the  Continental  industry  in  a 
small  country,  we  may  cite  the  case  of  Belgium,  with  a  population  of 
5,600,000.  In  1846  the  area  under  cultivation  lor  beet-root  was  only 
5,421  acres ;  in  1866  this  was  increased  to  44,480  acres,  and  in  1882  to 
86,490  acres. 

The  quantities  of  raw  beet-sugar  manufactured  in  Belgium  were  in 
1880-81,68,000;  in  1881-82,  73,000;  and  1883,  probably  80,000  tons 
were  manufactured  in  156  works;  that  is,  about  one  ton  of  sugar  is 
obtained  for  one  acre  of  beet- root  crop.  In  France  and  Germany  the 
area  of  beet  crop  and  the  consequent  production  of  sugar  is  very 
much  larger.  The  process  of  extraction  and  purification  of  sugar 
from  beet  are  complicated  and  delicate,  requiring  both  scientific 
knowledge  and  capital,  as  the  plant  necessary  for  working  up  the 
juice  into  refined  sugar  is  of  a  very  costly  character,  and  the  opera- 
tions require  careful  and  scientific  handling  in  order  to  ensure  suc- 
cess. The  juice  contains  not  only  sugar  cry stalliz able  and  uncrystal- 
lizable,  but  also  a  considerable  quantity  of  inorganic  salts  and  organic 
subtances  other  than  sugar,  and  the  presence  of  these  latter  ingre- 
dients prevent?  a  large  portion  of  the  sugar  from  crystallizing,  and 
therefore  require  ?  to  be  removed.  This  removal  of  the  injurious 
constituents  can  only  be  effected  when  an  exact  analysis  of  the  juice 
and  of  the  sugar  has  been  made,  and  this  must  be  done  at  each  stage 
of  the  operation,  so  that  the  mode  of  working  shall  be  properly  regu- 
lated, and  such  an  investigation  is  a  somewhat  complicated  process, 
needing  skilled  chemical  knowledge.  The  quantity  of  sugar  which  is 
rendered  uncrystallizable  by  the  presence  of  inorganic  salts  or  ash  is 
about  five  times  the  weight  of  the  ash. 

In  order  to  obtain  the  sugar  which  would  otherwise  be  thus  lost, 
many  processes  have  been  adopted,  and  of  these  that  involving  the 
use  of  strontia  is  the  most  recent.  This  method  was  secretly  worked 
for  some  years  in  certain  works  in  Germany,  but  it  has  now  been 
generally  adopted  under  the  patent  of  Dr.  Scheibler,  chemist  to  the 


INDUSTRIAL  EDUCATION  COMMISSION.  489 

Beetroot  Sugar  Institution.  By  the  use  of  the  strontia  process  large 
profits  have  been  made,  and  the  plan  has  been  successfully  introduced 
into  France  and  Belgium.  The  Continental  beet-root  manufacture, 
partly  of  course  in  consequence  of  the  Government  bounties,  has 
been  a  very  profitable  one ;  annual  dividends  as  high  as  100  per  cent, 
having  been  paid  by  some  sugar-mills.  It  would  seem,  however,  that 
owing  to  the  great  increase  in  the  number  of  these  establishments, 
the  trade  has  seen  its  best  days. 


(i)  Calico  Printing— Alsaje. 

It  is  a  noteworthy  fact  that,  in  nearly  every  instance,  the  employers 
and  foremen  of  the  establishments  we  visited,  were  men  of  high  at- 
tainments. A  great  proportion  of  them  speak  English,  and,  from 
frequent  intercourse  with  English  machine  makers  and  printers  they 
are  able  to  obtain  accurate  information  on  all  matters  relating  to  the 
development  of  their  industry. 

In  every  establishment  there  were  trained  chemists,  some  of  whom 
were  workmen  who  had  gone  through  courses  at  the  School  of  Chem- 
istry in  the  town,  or  were  at  present  attending  classes  during  the 
evening.  The  employers  themselves,  who  are  practically  interested 
in  the  school,  take  the  greatest  pains  to  promote  its  efficiency,  con- 
stantly offering  suggestions  as  to  how  the  chemical  instruction  maybe 
made  systematic  and  practical,  so  as  to  be  really  useful  to  the  indus- 
tries of  the  district.  They  even  open  their  works  to  the  students  of 
the  school,  who  come  at  stated  times  in  company  with  their  profes- 
sors, and  are  shown  the  manufacturing  processes. 

The  interest  of  the  large  employers  is  not,  however,  by  any  means 
confined  to  the  technical  and  scientific  acquirements  of  their  em- 
ployes, and  to  the  means  by  which  such  knowledge  may  be  obtained. 
The  opportunities  afforded  for  instruction  in  art  have  long  been  of  an 
extended  and  praiseworthy  character;  but  not  content  with  agencies 
in  advance  of  any  that  may  be  found  in  any  English  town  of  the 
same  population  (64,000),  the  public-spirited  inhabitants  of  Mulhouse 
are  building,  not,  as  is  so  usual  on  the  Continent,  out  of  State  and 
municipal  funds,  but  by  private  subscription,  a  new  art  gallery  and 
museum  for  the  study  of  Fine  Art  and  Design,  at  a  cost  we  were  told 
of  nearly  £20,000  ($100,000). 

Moreover,  employers  vie  with  each  other  in  their  contributions  to 
the  unrivalled  Trade  Museum  of  the  town,  of  designs,  patterns  and 
choice  examples  of  weaving  and  printing.  The  museum  is  open  to 
the  public,  as  well  as  all  connected  with  the  calico  printing  industry, 
and  the  benefactions  to  the  Industrial  Society  are  among  the  most 
remarkable  illustrations  of  public  spirit  that  we  have  witnessed. 


490  REPORT  OF  THE 

Whenever  the  question  was  asked,  the  Commissioners  found  that  the 
young  men  engaged  in  the  various  works  attended  the  Drawing 
Schools  of  the  town,  and  it  is  but  reasonable  to  suppose  that,  as  they 
are  in  constant  contact  with  varied  and  beautiful  designs,  and  are 
daily  engaged  in  manipulating  them  in  the  different  stages  of  their 
employment,  they  will  bring  to  their  Art  instruction  a  quick  percep- 
tion of  its  useful  applications,  and  will  display  in  their  industrial  oc- 
cupation a  genuine  and  cultivated  sense  of  beauty. 

We  found  among  the  engravers  empjoyed  in  the  various  works, 
notable  instances  of  young  men  who  had  received  their  entire  instruc- 
tion in  the  Engraving  School,  which  is  under  the  patronage  and  sup 
port  of  the  Industrial  Society.  In  fact  every  inducement  is  given  to 
the  poorest  and  humblest  of  the  boys  in  the  elementary  schools,  who 
show  talent  or  proficiency  in  drawing,  to  attend  first  the  Drawing 
School,  and  afterwards  the  Engraving  School,  where,  without  any  cost 
to  their  parents,  they  are  trained  in  all  the  processes  of  engraving  for 
the  calico  printer,  and  are  afterwards  ao  liberty  to  sell  their  highly 
skilled  labor  at  the  best  advantage,  either  in  their  own  town  or  else- 
where. 


(j)  Textile  Manufactures.    Chemnitz,  Saxony. 

In  conversation  with  employers  and  foremen,  the  importance  of  the 
weaving  school  of  Chemnitz  was  everywhere  acknowledged.  One  of 
the  employers  stated  that  its  influence  upon  the  manufacturing  indus- 
tries of  Saxony  could  not  be  too  highly  estimated.  We  were  told  that 
there  was  not  a  fancy  manufacturer  in  the  town  whose  son,  assistant 
or  overseer  had  not  attended  some  of  the  classes. 

We  paid  an  interesting  visit  to  the  warehouse  and  show  rooms  of 
one  of  the  largest  manufacturers  in  Saxony.  The  head  of  the  firm, 
who  takes  the  practical  management  of  the  business,  had  studied 
designing  and  weaving  in  the  weaving  schools  at  Lyons,  and  conspic- 
uous in  his  office  are  some  remarkable  examples  of  silk  weaving,  in 
which  the  designing,  setting  of  the  cards  in  the  loom,  and  the  weaving 
of  the  fabric,  were  done  by  his  own  hands.  He  also  studied  chemistry 
at  a  Polytechnic  School,  and  in  his  youth  visited  and  worked  at  some 
of  the  chief  dye  works  and  factories  in  England. 
************  * 

It  was  alleged,  as  one  reason  why  these  goods  are  sold  so  exten- 
sively in  England,  that  similar  goods  are  not  made  in  England. 

Their  manufacture  necessitates  superior  skill  in  designing  and 
weaving,  and  a  varied  and  technical  knowledge  of  dyeing;  these  re- 
quirements, through  the  influence  of  technical  schools,  have  been 


INDUSTRIAL  EDUCATION  COMMISSION.  491 

carefully  attended  to  and  mastered  in  Chemnitz,  but  have  not  re- 
ceived the  same  attention  in  competing  towns  in  England.  He 
feared  that  England  was  awakening,  and,  if  so,  it  would  be  so  much 
the  worse  for  him. 

The  designing  in  this  establishment  is  executed  by  three  head  de- 
signers, who  originate,  and  from  six  to  eight  assistants,  who  enlarge 
the  designs  on  paper  prepared  for  the  purpose,  and  arrange  them  for 
the  cards,  which  are  then  passed  forward  to  the  loom. 

We  saw  two  head  designers  at  work,  men  apparently  under  twenty- 
five,  and  found,  on  inquiry,  that  both  had  been  trained  at  the  Indus- 
trial Art  School  at  Dresden.  In  reply  to  a  question  as  to  the  influ- 
ence of  Paris  on  the  trade  designs,  we  were  informed  that  it  did  not 
suit  the  purpose  of  this  firm  either  to  send  to  Paris  for  designs  or  em- 
ploy designers  who  had  exhausted  their  originality  at  other  places. 
*****  What  they  wanted  and  sought  after  was 
originality,  combined  with  good  taste,  and  these  qualities  could  best 
be  found  in  talented  young  men,  full  of  inspiration  and  ambition, 
fresh  from  the  best  schools  and  teachers.  These  young  men  from 
Dresden  were  doing  excellent  work,  and  as  they  had  a  style  of  their 
owji,  or  at  least  a  style  that  was  not  an  imitation  of  Parisian  methods, 
the  firm  was  able  to  offer  novelties  which  attracted  customers,  and  the 
business  prospered  in  consequence.  We  ascertained  that  the  knowl- 
edge of  these  designers  did  not  go  beyond  the  power  of  drawing  and 
painting  the  designs  themselves;  the  technical  part  of  the  work  had 
to  be  done  by  the  six  or  eight  assistants  who  had  attended  the  Chem- 
nitz Weaving  School.  In  this  instance  the  Industrial  Art  School  at 
Dresden  had  supplied  the  artist ;  the  Chemnitz  Weaving  School  the 
more  technical  designer,  who  applied  the  work  of  the  artist  to  the 
actual  capabilities  of  the  loom.  Neither  could  do  the  work  of  the 
other.  Our  conductor  was  of  opinion  that,  as  far  as  possible,  the  same 
training  should  be  gone  through  by  both.  The  artist  should  be  taught 
to  transfer  his  picture  to  the  loom,  and  the  technical  designer  to  pro- 
duce a  design  for  himself.  It  ought  to  be  the  main  purpose  of  the 
weaving  school,  in  carrying  out  its  highest  functions,  to  bring  the 
artist  to  the  loom  and  the  weaver  to  the  studio. 

The  Chemnitz  Weaving  School  is  to  be  credited  with  much  of  the 
variety  and  excellence  of  the  textile  manufactures  of  the  district,  and 
with  the  greater  power  of  adaptation  from  one  class  of  goods  to  an- 
other, than  is  found  in  similar  manufacturing  towns  in  England, 
where  no  such  schools  exist. 


492  REPORT  OF  THE 

(k)  Engineering  and  Machine  Works. 

In  Berlin  we  visited  the  engineering  works  of  Messrs.  Borsig,  wh^re 
1,400  men  are  employed,  and  were  shown,  with  the  greatest  liberality, 
over  every  part  of  the  workshops. 

Fourteen  draughtsmen  are  employed  in  the  works,  all  of  whom 
have  had  a  scientific  education,  and  most  some  experience  in  the 
workshop  besides. 

On  inquiring  as  to  the  education  and  training  of  the  head  draughts- 
man, he  informed  us  that,  after  a  fair  scholastic  education,  and  a 
year's  experience  of  practical  work  in  an  engineering  shop,  he  en- 
tered the  Polytechnic  at  Zurich,  and  went  through  the  Engineering 
Course.  Thence  he  traveled  to  England  and  took  a  situation  as  engi- 
neer and  draughtsman  at  a  large  engine  works  in  Manchester.  He 
remained  here  two  or  three  years,  acquiring  all  the  information  he 
could  obtain  relating  to  the  science  and  practice  of  engineering,  and 
then  came  to  Berlin,  where  he  readily  received  an  engagement  at 
these  important  works.  This  gentleman  was  of  opinion  that  the  plan 
which  he  had  followed  had  been  of  advantage  to  him.  He  did  not 
believe  that  a  young  engineer  could  obtain  the  necessary  education 
entirely  in  school.  The  Polytechnic  School  course,  although  very 
thorough  in  its  way.  would  be  most  useful  to  a  student  acquainted 
with  practical  work.  He  would  recommend  a  good  general  educa- 
tion, to  be  followed  by  a  year  in  a  workshop,  and  afterwards  by  a 
Polytechnic  School  training. 


(1)  "Works  of  Messrs.  Siemens  and  Halske  (Electrical  Engineers),  Berlin. 

At  these  works  from  800  to  900  men  are  employed,  and  the  firm 
have  other  works  employing  1,600  men,  thus  making  a  total  of  2,400. 

We  were  conducted  over  the  works  by  Dr.  Werner  Siemens,  brother 
and  partner  of  the  late  Sir  William  Siemens. 

He  was  of  the  opinion  that  in  Germany  there  are  more  Polytechnic 
Schools  than  are  necessary.  Their  number  was  due  to  the  educational 
rivalry  of  the  several  German  States,  each  of  which  had  aimed  at 
achieving  technical  superiority  over  the  rest.  The  motive  was  ex- 
cellent, but  the  result  had  been  costly;  yet,  considering  that  the 
standard  of  education  throughout  Germany  had  thereby  been  raised, 
the  people  felt  that  their  sacrifices  had  been  more  than  justified.  The 
number  of  Polytechnic  Schools  might  wisely  be  reduced,  and  the 
money  thus  saved  might  be  devoted  to  the  establishment  of  inter- 
mediate schools,  which  are  much  needed. 

As  to  the  education  of  workmen,  everything  depended  upon  the 


INDUSTRIAL  EDUCATION  COMMISSION.  493 

means  and  natural  abilities  of  the  student.  He  would  give,  first,  a 
sound  elementary  education  up  to  14.  At  that  age  it  was  natural 
that  the  workman's  son  should  be  required  to  earn  wages  and  learn  a 
trade,  but  he  ought  to  attend  a  night  school.  After  two  or  three  years 
he  should  enter,  if  he  could  dispense  with  wages,  a  foremen's  school 
(like  that  at  Chemnitz),  from  which,  by  showing  remarkable  ability, 
he  would  be  able  to  pass  to  the  highest  technical  schools.  If  a  young 
man  were  compelled  to  work  for  wages  in  order  to  maintain  himself, 
the  above  course  would  be  impossible.  The  night  school,  however, 
was  still  open  to  him,  and  the  highest  possibilities  were  accessible  to 
perseverance  and  ability. 

In  his  own  works  he  selected  young  men  of  promise,  and  paid  their 
expenses  at  these  schools,  in  some  cases  dividing  the  year  between 
school  and  work,  so  as  to  enable  the  students  to  keep  up  the  connec- 
tion between  the  school  and  shop.  The  great  problem  with  him  had 
been  to  find  and  train  the  most  promising  youths.  Although  it  too 
often  happened  that  he  lost  the  services  of  the  men  after  they  had 
been  improved,  yet  in  the  main  the  advantages  compensated  him  for 
the  sacrifices.  Dr.  Siemens  said  that  workmen  in  other  trades  very 
commonly  save  up  their  money  in  order  to  have  a  course  of  school- 
ing, and  attend  classes  in  the  slack  times  of  winter.  Many  em- 
ployers assist  their  young  men  in  this  endeavor  to  improve  them- 
selves, and  consider  that  the  gain  in  increased  eificiency  is  worth  the 
outlay.  Dr.  Siemens  considers  it  well  worth  the  while  of  the  State 
to  seek  out  talent  wherever  it  can  be  found,  and  to  develop  it  for  the 
benefit  of  the  State  as  well  as  of  the  individual.  The  foundation  of 
bursaries  for  this  purpose,  uniting  the  shops  and  the  schools,  would 
be  very  useful,  for  it  often  happens  that  a  young  man's  talent  is  only 
brought  out  by  the  practical  application  of  scientific  principles  at  the 
bench  or  forge. 


(m)  Works  of  Messrs.  Hartman  &  Co.,  Limited,  Chemnitz. 

On  a  previous  visit  to  this  establishment  10  years  ago,  by  one  of  the 
Commissioners,  he  was  informed  that  for  many  years  previous  it  had 
been  a  condition  of  the  firm  that  apprentices  should  attend  the  classes 
of  the  Technical  school.  It  appeared  that  the  custom  was  not  con- 
fined to  one  establishment,  as  there  were  also  students  in  the  school 
from  other  large  machine  shops  of  Chemnitz. 

In  Chemnitz,  as  in  other  industrial  centers,  we  came  in  contact  with 
the  leading  employers  and  engineers,  who  freely  gave  their  opinions 
upon  questions  relating  to  the  education  and  training  of  men  of  their 
class.  There  were  differences  of  opinion  in  matters  of  detail ;  some 


494  REPORT  OF  THE 

gentlemen  of  high  authority  and  large  experience  were  in  favor  of 
teaching  the  use  of  tools  in  elementary  schools,  continuing  this  work- 
shop practice  in  more  highly  equipped  Technical  schools,  and  thus 
preparing  the  engineer,  by  the  union  of  theoretical  knowledge  with 
its  application  at  the  bench,  for  actual  practice  without  apprentice- 
ship. Others  were  opposed  to  the  introduction  of  machinery  into 
schools,  beyond  such  models  as  would  be  useful  for  the  illustration  or 
demonstration  of  scientific  principles,  and  preferred  leaving  the  actual 
teaching  of  the  trade  entirely  to  the  workshop.  But  the  advocates  of 
both  systems  were  agreed  as  to  the  great  importance  to  all  young 
men  qualifying  as  engineers,  of  attending  night  schools,  or  by  other 
means  acquiring  a  knowledge  of  mathematics,  applied  mechanics, 
and  mechanical  drawing,  at  the  same  time  that  they  gained  workshop 
experience. 

The  German  school-taught  engineer  was  strong  in  the  knowledge  of 
the  principles  of  mechanics  and  physics  and  in  mechanical  drawing. 
He  was,  however,  deficient  in  workshop  practice,  and  in  the  knowl- 
edge of  men ;  qualities  which  could  only  be  acquired  by  experience. 
And  since  nine  out  of  every  ten  engine  and  machine  shops  were  en- 
gaged upon  stereotyped  machines  made  according  to  pattern,  it  was 
more  important  to  have  an  overseer  who  knew  thoroughly  how  the 
work  in  hand  should  be  done,  and  how  to  manage  the  artisans  under 
him,  and  who  could  thus  secuie  the  end  that  all  were  striving  for,  viz: 
a  cheap  and  effective  machine,  rather  than  to  have  an  overseer  who 
understood  principles,  which  he  had  no  opportunity  of  carrying  into 
practice,  but  was  inferior  in  practice  and  in  the  power  of  getting 
cheap  and  effective  work  out  of  his  men.  Mr.  B.  was  of  opinion  that 
the  English  system  erred  in  the  direction  of  too  little  theory ;  the 
German  system  in  that  of  too  little  practice.  Of  course,  he  would 
admit  that  a  man  could  not  have  too  much  practical  or  theoretical 
knowledge,  if  it  were  possible  to  combine  them,  but  so  long  as  a  man's 
training  was  limited  by  its  cost  in  time  and  money,  he  was  strongly 
of  opinion  that  it  was  not  advisable  to  run  the  risk  of  sacrificing 
practice  to  theory.  The  new  Schools  of  Engineering  in  Germany,  and 
particularly  the  Higher  School  at  Chemnitz,  were  modifying  their 
courses  so  as  to  secure  adequate  theoretical  training,  with  as  little 
sacrifice  as  possible  of  that  equally  important  experience  which  could 
only  be  obtained  in  the  workshop. 


INDUSTRIAL  EDUCATION  COMMISSION.  495 

(1)  The  Iron  Industries  of  Westphalia. 

Great  importance  is  attached  to  the  attendance  at  evening  schools 
of  all  boys  employed  in  the  works.  It  would  be  considered  in  Eng- 
land that  a  boy  who  had  gone  through  the  strain  of  12  hours  piece 
work  among  the  furnaces  of  an  iron  works  would  be  entitled  to  all 
the  relaxation  he  could  get  in  the  evening.  It  is  not  so  at  Dortmund. 
The  directors  of  these  works  require  all  boys  under  18  to  attend  the 
Fortbildung  schools  of  the  town  on  two  or  three  evenings  a  week,  and 
the  boys  are  required  to  attend  the  Sunday  schools.  (As  we  have 
already  explained,  the  reader  must  understand  that  the  Sunday  schools 
of  the  Continent,  so  frequently  referred  to  in  this  report,  are  not 
schools  for  religious  teaching,  or  connected  with  religious  organiza- 
tions in  the  same  way  as  those  of  England.  They  are  invariably  pub- 
lic, municipal,  trade-guild  or  State  schools,  intended  for  supplement- 
ing the  education  of  the  day  school.  Many  are  advanced  schools, 
strictly  technical  in  their  aims,  giving  instruction  in  science  and  draw- 
ing bearing  upon  the  local  industries.)  At  these  works  a  register  is 
kept  of  the  attendance  of  the  boys  at  evening  schools,  and  is  daily 
examined  by  an  overseer  in  charge.  Parents  willingly  cooperate  with 
employers  in  securing  the  attendance  of  apprentices  at  school,  and  we 
were  told  that  the  boys  generally  appreciate  the  school  and  make 
substantial  progress. 

The  expenses  of  the  Fortbildung  schools  are  defrayed  by  the  town. 
They  are  held  in  the  municipal  day  school's  building,  and  day  school 
teachers  conduct  the  classes.  Besides  a  school  for  mining  deputies  at 
Dortmund,  a  "  Werkmeister"  school  has  been  quite  recently  formed 
at  Bochum  for  the  special  educalion  of  foremen  of  ironworks.  It  is  sup- 
ported entirely  by  the  iron  manufacturers,  who  contribute  in  the  ratio 
of  the  number  of  men  they  employ.  No  man  is  admitted  unless  he 
has  been  four  years  at  work  in  some  branch  of  the  iron  industry,  and 
has  shown  superior  capacity  and  conduct.  The  students  go  through 
a  course  of  practical  metallurgy  and  of  the  other  sciences  bearing  on 
their  trade. 

One  of  the  directors  of  the  works,  who  takes  great  interest  in  the 
school,  stated  that  at  present  it  was  exceedingly  difficult  to  find  scien- 
tific knowledge  and  workshop  skill  and  experience  united  in  persons 
of  the  class  of  foremen.  Trained  simply  in  the  works,  they  neces- 
sarily knew  but  little  of  the  sciences  of  metallurgy  and  chemistry. 
The  polytechnic  students  who  had  mastered  the  sciences  were  often 
useless  in  the  works.  It  was  the  intention  of  the  school  to  engraft 
some  knowledge  of  principles  on  the  practical  skill  of  the  workmen. 

The  director  expressed  a  strong  opinion  that  the  works  training  in 
Germany  is  less  thorough  than  that  of  England.  If  any  country 
could  claim  natural  aptitude  for  a  particular  industry,  England  might 
fairly  claim  preeminence  in  iron.  Germany  cannot  look  back  upon 


496  REPORT  OF  THE 

generations  of  skilled  and  practical  men ;  the  stimulus  of  high  re- 
wards directing  talent  to  mechanical  pursuits ;  the  boundless  capital 
at  command  to  develop  inventions;  and  until  lately  Germany  has  not 
been  able  to  match  the  men  of  talent  who,  from  time  to  time,  have 
arisen  in  England  to  revolutionize  the  trade.  A  combination  of  cir 
cumstances  has  long  helped  to  strengthen  England  in  what  had  been 
so  long,  but  was  now  no  longer,  her  great  iron  monopoly.  For  many 
years  the  best  that  other  countries  could  do  was  to  follow ;  and,  in 
strengthening  their  weak  places,  they  were  compelled  to  look  to  edu- 
cation as  their  most  important  aid.  Let  education,  said  the  director,  be 
sound  and  thorough,  so  far  as  it  goes.  If  a  boy  must  leave  school  at 
14  or  15,  in  order  to  earn  his  livelihood,  there  is  no  good  in  teaching 
him  a  great  variety  of  subjects.  Give  him,  as  far  as  the  time  will 
admit  of  it,  the  tools  which  will  enable  him,  as  opportunities  arise,  to 
dig  knowledge  for  himself.  A  smattering  of  many  things  does  not 
make  a  boy  clever,  but  often  makes  him  conceited;  it  persuades  him 
that  he  is  intended  for  something  better  than  swinging  a  hammer  or 
using  a  file.  If  a  man  must  earn  his  living  by  his  hands,  give  him 
an  education  that  will  help  him  to  do  it ;  teach  him  drawing,  the 
rudiments  of  science,  modelling;  ground  him  well  in  arithmetic. 
There  is  no  good  in  a  working  boy  receiving  a  tc  fancy  "  education  at 
somebody  else's  expense,  when  that  education  rather  hinders  than 
helps  him  in  his  work.  If,  on  the  other  hand,  a  boy  has  exceptional 
talent,  by  all  means  cultivate  it,  and  do  not  grudge  the  cost  in  public 
money,  for  the  public  as  well  as  the  boy  will  reap  the  advantage  of  it. 


(m)  Engineering  and  Mechanical  Industries  in  Bavaria 

In  making  the  tour  of  one  of  the  large  engineering  establishments 
in  Bavaria,  we  were  accompanied  by  an  English  manager  of  great  in- 
telligence and  experience,  who  expressed  very  definite  opinions  on 
several  important  matters  relating  to  this  inquiry.  * 
Germany  30  years  ago,  as  compared  with  England,  was  simply 
"  nowhere,"  but,  placing  English  and  German  works  side  by  side 
now,  we  should  find  that  the  progress  in  the  latter  has  been  posi- 
tively marvelous.  During  all  these  years  the  Germans  have  been  fol- 
lowing the  English,  step  by  step,  importing  their  machinery  and  tools, 
engaging,  when  they  could,  the  best  men  from  the  best  shops,  copy- 
ing their  methods  of  work,  and  the  organization  of  their  industries ; 
but,  besides  this,  they  had  devoted  special  attention  to  a  matter  which 
England  had  almost  ignored,  the  scientific  or  technical  instruction  of 
their  own  people.  And  what  has  been  the  result  of  all  this?  They  have 
reached  a  point  at  which  they  have  but  little  to  learn  from  the 


INDUSTRIAL  EDUCATION  COMMISSION  497 

English.  He  called  our  attention  to  a  fact,  which  had  not  escaped 
our  observation  before,  that,  now-a-days,  there  are  scarcely  any 
Englishmen  to  be  found  at  the  head  of  German  workshops.  It  no 
longer  pays  to  import  them.  In  earlier  days  the  Englishman  was 
completely  master  of  the  situation.  Practical  knowledge  counted  for 
everything,  and  this  was  the  Englishman's  possession.  In  theory  he 
was  deficient.  During  recent  years,  there  has  been  less  and  less 
demand  for  English  foremen  on  the  Continent,  where  practical  knowl- 
edge has  increased,  and  more  and  more  demand  for  Continental  men 
of  science  in  England. 

"  Give  the  English  workmen  the  same  schooling  as  the  German," 
remarked  Mr.  A,  u  which  will  improve  him  both  as  a  mechanic  and 
as  a  man;  keep  him  from  soldiering,  and  teach  him  to  avoid  drink, 
and  no  workman  in  the  world  will  have  a  chance  against  him." 

The  German  system  of  education,  in  which  the  sciences  underlying 
mechanical  industries  are  taught,  combined  with  the  English  system 
ot  workshop  practice,  form  his, ideal  of  the  training  for  an  engineer, 
mechanic  or  builder.  England  must  not  be  content  to  rest  on  her 
undoubted  superiority  in  workshop  appliances  and  organization;  she 
must  master  the  theoretical  as  well  as  the  practical.  "  Keep  to  your 
shops,"  said  Mr,  A.,  over  and  over  again,  "  and  follow  the  Germans  in 
scientific  teaching;  English  industries  will  then  take  a  new  lease." 


(n)  The  Royal  Fachschule  of  Iserlohn,  Prussia. 

The  object  of  this  Institution,  as  an  Academy  of  Arts,  is  to  impart 
a  thoroughly  sound  education,  at  once  scientific,  technical  and 
manual.  The  subjects  comprehend  the  manufacture  of  iron,  copper, 
brass,  bronze,  nickel  and  silver. 

To  aid  the  students  in  acquiring  a  comprehensive,  well-grounded, 
practical  knowledge  of  the  diverse  processes  and  successive  stages  of 
manufacture  in  those  metals,  they  have  the  advantage  of  spacious 
drawing  halls,  auditoriums,  workshops  replete  with  all  necessary  ap- 
paratus, instruments,  tools,  machinery,  etc.,  and  a  steam  engine  of 
six-horse  power,  all  within  the  walls  of  the  institution. 

The  establishment  is  conducted  under  proper  supervision  in  every 
department,  and  all  suitable  measures  are  adopted  to  maintain  the 
students  in  vigorous  health,  both  of  body  and  mind.  From  time  to  time 
excursions  are  made  to  visit  the  picturesque  scenery  of  the  neighbor- 
hood, as  well  as  into  Rhenish  Prussia,  and  visits  are  paid  to  the  large 
industrial  establishments  in  the  district. 

The  terms  for  the  science  instruction  begin  after  the  Easter  vaca- 
32  ED.  COM. 


498 


KEPORT  OP  THE 


tion,  but  instruction  in  manual  work  can  be  commenced  at  any  time. 
No  student  is  bound  to  attend  all  the  branches  of  instruction  specified 
in  the  prospectus. 

The  school  fee  is  £1  ($5)  per  quarter. 

Prospectus. 
A.  Scientific  Education. 


FIRST  YEAR. 
L  Model  Drawing. 

2.  Ornamental  Drawing. 

3.  Geometry. 

4.  Geometry  Applied  to  Design. 

5.  The  German  Language. 

6.  General  Arithmetic  and  Book-keeping. 

7.  Algebra. 

8.  Natural  Philosophy. 

SECOND  YEAR. 

1.  Ornamental  Drawing. 

2.  Anatomical  Drawing  (the  human  fig- 

ure). 

3.  The  Science  of  Shadows. 

4.  The  Science  of  Perspective. 


5.  The  German  Language. 

6.  The  Science  ol  Projection. 

7.  Mechanical  Calculations. 

8.  Natural  Philosophy. 

9.  Technical  Chemistry. 
10.  Mechanics. 

THIRD  YEAR. 

1.  Composition  and  Designing. 

2.  Drawing  from  the  Antique. 

3.  The  History  of  the  Arts. 

4.  The  German  Language. 

5.  Natural  Philosophy. 

6.  Technology. 

7.  Technical  Chemistry  (laboratory). 

8.  Statistics. 


B.  Manual  Education  Division. 


FIRST  YEAR. 

1.  Modeling  in  Fine  Clay. 

2.  Carving  Wood. 

3.  Molding  and  Carving  in  Gypsum. 

4.  Molding  in  Sand. 

5.  Chipping  and  Filing. 

SECOND  YEAR. 

1.  Modeling  in  Wax. 

2.  Carving  in  Wood. 

3.  Carving  in  Gypsum. 

4.  Molding  in  Sand  and  Wax. 

5.  Casting  in  Bronze. 

6.  Shaping. 

7.  Planing. 

8.  Drilling. 

9.  Turning  in  Wood. 


10.  Turning  in  Metal. 

11.  Chasing  in  the  Lathe. 

12.  Pressing,  Stamping  and  Coining. 

THIRD  YEAR. 

1.  Forging. 

2.  Soldering. 

3.  Burnishing. 

4.  Embossing. 

5.  Chasing. 

6.  Engraving. 

7.  Etching. 

8.  Scouring. 

9.  Varnishing. 

10.  Galvanizing. 

11.  Nickel  Plating. 

12.  Fire  Gilding. 

THEODORE  REUTER,  Director. 


INDUSTBIAL  EDUCATION  COMMISSION.  499 


III.  GREAT  BRITAIN. 

Great  Britain  is  far  behind  Germany,  France  or  the  United  States 
in  establishments  for  both  higher  and  lower  technical  training,  and 
has  barely  begun  in  isolated  instances  anything  like  manual  training 
in  the  public  schools.  There  is  not  in  the  United  Kingdom  a  techni- 
cal institution  of  the  grade  of  the  Massachussetts  Institute  of  Tech- 
nology, not  a  manual  training  school,  as  far  as  the  commission  has 
been  able  to  ascertain,  of  the  grade  of  the  Philadelphia,  the  St.  Louis, 
or  the  Chicago  Manual  Training  School. 

The  subject  is,  however,  awakening  very  great  interest  among  pub- 
lic men  and  educators,  and  there  is  every  indication  that  that  country 
will  not  long  be  content  to  occupy  its  present  position  of  interiority. 
A  powerful  impulse  in  this  direction  was  given  by  the  publication  of 
the  successive  reports  of  the  Royal  Commissioners  on  Technical  In- 
struction, from  1882  to  1884,  which  embodied  theresults  of  an  extended 
and  painstaking  inquiry  into  the  extent,  the  methods  and  the  results, 
both  educational  and  practical,  of  suoh  instruction,  in  those  countries 
of  Europe  where  it  had  received  the  greatest  development.  Evidence 
of  this  increasing  interest,  in  addition  to  the  fact  of  the  appointment 
of  the  Commission  named,  may  be  found  on  pages  6  and  7  of  the 
present  report. 

A  most  important  preparation  for  the  new  departure  has  been  made 
in  the  operations  of  the  Science  and  Art  Department,  which  the  Gov- 
ernment has  maintained  for  more  than  thirty-five  years  past,  at  a 
large  expense,  but,  by  general  confession,  without  commensurate  re- 
sults. The  amount  appropriated  to  this  Department  in  1887-8,  was 
£438,558. 

(a.)  Popular  Science  Teaching. 

This  Department  began  operations  in  1837,  as  a  "  normal  school  of 
design  with  a  museum  and  lectures,"  with  an  annual  appropriation  of 
£1,600.  By  1851,  seventeen  branch  schools  of  design  had  been  es- 
tablished in  various  manufacturing  centers,  and  the  appropriation  for 
their  support  had  increased  to  £15,055.  The  Science  Department  was 
added  in  1853,  with  Dr.  [now  Sir]  Lyon  Playfair  as  executive  head  of 
the  joint  Department,  and  the  general  scheme  adopted  was,  to  estab- 
lish in  the  metropolis,  a  school  of  the  highest  character  and  to  give 
partial  aid  to  local  institutions  for  Science  instruction,  such  institu- 
tions being  made  as  largely  self-supporting  as  possible.  But  no  gen- 
eral system  of  making  grants  applicable  to  the  whole  country  was 
formulated  until  1859.  Rules  were  then  adopted  under  which  any 
place  might  establish  Science  classes  and  obtain  State  aid. 


500  REPORT  OF  THE 

The  subjects,  toward  instruction  in  which  aid  was  obtainable,  were 
at  first  only  the  following : 

1.  Practical,  plane  and  solid  geometry,  with  mechanical  and  machine  drawing. 

2.  Mechanical  Physics. 

3.  Experimental  Physics. 

4.  Chemistry. 

5.  Geology  and  mineralogy. 

6.  Natural  history,  including  Zoology  and  Botany. 

The  aid  consisted  of  certificate  allowances,,  earned  by  passing  a 
certain  number  of  pupils ;  additional  payments  for  pupils  who  ob- 
tained prizes;  grants  toward  the  purchase  of  apparatus,  books,  etc.; 
and  prizes  and  medals  to  the  students.  As  the  certificate  allowance 
was  treated  as  a  maximum  sum  obtainable,  portions  only  of  which 
were  payable  on  the  success  of  each  pupil,  this  form  of  aid  is  gener- 
ally known  as  "  payment  on  results." 

New  schools  and  classes  were  rapidly  formed,  so  that  in  May,  of 
1861,  there  were  thirty-eight  classes  with  1,330  pupils  under  certifi- 
cated teachers.  The  number  of  schools  (each  institution  where  Science 
instruction  was  given  being  counted  as  a  school)  had  increased  in 
1886,  to  1,682,  with  5,862  classes  in  different  subjects,  and  94,838  stu- 
dents under  instruction.  In  order  to  obtain  State  aid,  each  school  or 
class  must  be  under  a  properly  constituted  and  approved  local  com- 
mittee of  at  least  five  known  and  responsible  persons.  The  subjects, 
towards  instruction  in  which  aid  is  granted,  are  as  follows : 

1.  Practical  plane  and  solid  geometry. 

2.  Machine  construction  and  drawing. 

3.  Building  construction. 

4.  Naval  architecture. 

5.  Mathematics. 

6.  Theoretical  mechanics. 

7.  Applied  mechanics. 

8.  Sound,  light  and  heat. 

9.  Magnetism  and  electricity. 

10.  Inorganic  chemistry  [theoretical]. 
lOp.  Inorganic  chemistay  [practical], 

11.  Organic  chemistry  [theoretical], 
lip.  Inorganic  chemistry  [practical]. 

12.  Geology. 

13.  Mineralogy. 

14.  Animal  physiology. 

15.  Botany. 

16.  Biology,  including  animal  and  vegetable  morphology  and 

17.  Physiology. 

18.  Principles  of  mining. 

19.  Metallurgy  [theoretical]. 
19p.  Metallurgy  [practical]. 

20.  Navigation. 

21.  Nautical  astronomy. 

22.  Steam. 

23.  Physiography. 

24.  Principles  of  agriculture, 

25.  Hygiene. 


INDUSTRIAL  EDUCATION  COMMISSION  501 

Each  subject  is  subdivided  into  three  stages  or  courses — the  ele- 
mentary, the  advanced  and  honors — except  mathematics,  which  is 
subdivided  into  seven  stages,  with  "  honors  "  in  three  groups  or  stages. 

The  assistance  granted  by  the  ^Science  and  Art  Department  is  in  the 
form  of — 

1.  Examinations,  in  which  Queen's  prizes  and  medals  are  awarded, 

held  annually  about  May,  at  all  places  complying  with  certain 
conditions. 

2.  Payments  on  the  results  of  examination  and,  to  a  limited  extent, 

on  attendance. 

3.  Scholarships  and  exhibitions. 

4.  Building  grants,  and  grants  towards  the  purchase  of  apparatus,  etc. 

5.  Supplementary  grants  in  certain  subjects. 

6.  Aid  to  teachers  in  training  while  attending  the  Normal  School  of 

Science  and  Royal  School  of  Mines,  South  Kensington. 

Payments  are  made  on  the  results  of  the  May  examinations  on 
account  of  the  instruction  of  students  of  the  industrial  classes — all 
those  whose  incomes  do  not  exceed  £200  a  year  being  included  in  this 
category — or  of  their  children.  The  payments  are : — £2  for  a  first 
class,  and  £1  for  a  second  class,  in  the  elementary  and  in  the  ad- 
vanced stage,  and  £2  and  £4  for  a  second  or  first  class,  respectively, 
in  honors.  Further  payments  are  made  for  attendance  in  organized 
science  schools ;  and  for  practical  chemistry  and  practical  metallurgy. 
Before  payments  on  results  can  be  claimed,  at  least  28  lessons  must 
have  been  given  to  the  class,  and  each  student  on  whose  account  pay- 
ment is  claimed  must  have  received  at  least  20  lessons. 

The  Science  and  Art  Scholarships  are  awarded  in  competition 
among  the  pupils  of  any  elementary  school  or  schools ;  the  absolute 
terms  of  the  competition  and  the  award  of  the  scholarship  being  left 
to  the  managers  of  the  school,  subject  to  the  approval  of  the  Depart- 
ment of  Science  and  Art.  The  object  of  the  scholarship  is  to  provide 
a  maintenance  allowance  for  the  successful  competitor  while  pur- 
suing his  studies,  for  one,  two  or  three  years,  at  a  day  school  approved 
by  the  Department.  This  day  school  may  be  either  the  school  in  con- 
nection with  which  the  scholarship  is  awarded,  or  a  school  where  in- 
struction of  a  more  advanced  character  is  given.  The  committee  of 
the  local  fund  contribute  £5  each  year.  For  the  first  year  the  local 
contribution  is  supplemented  by  the  Department  with  a  grant  of  £4 ; 
for  the  second  year  with  a  grant  of  £7,  and  for  the  third  year  with  a 
grant  of  £10.  But  it  rests  with  the  locality  to  decide  whether  the 
scholarship  shall  be  tenable  for  one,  two  or  three  years.  With  any 
number  of  pupils  up  to  100  on  the  register  of  the  school,  or  group  of 
schools,  there  can  be  but  two  such  scholarships ;  above  100  and  up  to 
150,  three;  above  150  and  up  to  200,  four  scholarships, and  so  on. 

The  scholar  must  be  a  student  of  the  industrial  class,  as  dejined  in 
the  Directory,  and  at  the  time  of  first  appointment  must  be  under  16 


502  REPORT  OP  THE 

years  01  age.  He  must  continue  regularly  to  attend  a  day  school,  and, 
at  the  close  of  the  first  year,  pass  in  one  or  more  subjects  of  science, 
or  of  second  grade  art ;  at  the  end  of  the  second  year,  obtain  a  higher 
class  in  the  subject  of  science  in  which  he  has  already  passed,  or  pass 
in  some  other  subject  of  science,  or  in  another  subject  of  art,  second 
or  third  grade,  and  at  the  end  of  the  third  year  pass  in  the  advanced 
stage  of  a  subject  of  science  in  which  he  has  not  already  passed  in 
that  stage,  or  in  another  subject  of  art,  second  or  third  grade. 

The  Local  Exhibition  is  to  enable  the  holder  to  complete  his  educa- 
tion at  some  college  or  school  where  a  thorough  course  of  science  or 
of  art  instruction  of  an  advanced  character  may  be  obtained.  Grants 
of  £25  per  annum,  for  one,  two  or  three  years  are  made  for  this  pur- 
pose when  the  locality  raises  a  like  sum  by  voluntary  subscriptions. 
And  if  the  student  attend  a  State  school,  such  as  the  Normal  School 
of  Science  and  Royal  School  of  Mines  in  London,  the  National  Art 
Training  School,  the  Royal  College  of  Science,  or  the  School  of  Art, 
in  Dublin,  the  fees  are  remitted.  The  exhibition  must  be  awarded  in 
competition  at  the  examinations  of  the  Department. 

National  Scholarships  are  given,  tenable  at  either  the  Normal  School 
of  Science  and  Royal  School  of  Mines,  London,  or  at  the  Royal  College 
of  Science,  Dublin,  at  the  option  of  the  scholar.  They  entitle  the 
holders  to  free  instruction  for  three  years,  and  to  a  maintenance  al- 
lowance of  305.  a  week  during  the  session  of  about  40  weeks  each 
year.  The  scholarships  are  only  open  to  students  of  the  industrial 
class.  Twelve  are  awarded  each  year. 

Building  grants  are  made  in  aid  of  a  new  building  (or  for  the  adap- 
tation of  an  existing  building)  for  a  school  of  Science  at  a  rate  not  ex- 
ceeding 2s.  §d.  per  square  foot  of  internal  area,  up  to  a  maximum  of' 
£500  for  any  one  school,  provided  that  certain  conditions  are  complied 
with,  and  that  the  school  be  built  under  the  Public  Libraries  and 
Museums  Act,  or  be  built  in  connection  with  a  School  of  Art,  aided 
by  a  Department  building  grant. 

Additional  aid  is  provided  irom  the  income  of  scholarships  founded 
by  the  late  Sir  Joseph  Whitworth  in  1868.  According  to  the  latest 
regulations,  each  candidate  for  a  scholarship  is  required  to  have 
worked  at  least  two  years  in  a  mechanical  workshop  or  drawing  office, 
and  no  scholar  is  permitted  to  occupy  any  office  of  profit  while  hold- 
ing his  scholarship.  There  are  30  such  scholarships,  each  tenable  for 
one  year,  some  being  of  the  value  of  £100  and  the  rest  of  £50  each; 
and  twelve  scholarships,  tenable  for  three  years,  of  the  value  of  £125 
a  year  each,  four  to  be  awarded  each  year.  The  competition  is  in 
theoretical  subjects  and  the  limit  of  age  on  appointment  is  22  years. 

From  the  first  establishment  of  this  system  special  attention  has 
been  given  to  the  subject  of  supplying  a  sufficient  number  of  properly 
trained  teachers.  In  1859,  the  demand  for  such  teachers  did  not  exist 
and  had  to  be  created.  There  were  but  few  places  in  which  a  man 


INDUSTRIAL  EDUCATION  COMMISSION.  503 

could  earn  his  living  by  science  teaching  alone.  Teachers  were  re- 
quired to  have  a  certificate  of  competency  from  the  department,  and 
it  was  necessary  to  induce  men  connected  with  the  locality,  who  had 
other  occupations  and  means  of  subsistence,  to  undertake  Science 
teaching  in  their  leisure  time. 

For  some  years  it  was  found  convenient  to  provide  the  necessary 
training  for  teachers  in  the  Royal  School  of  Mines,  and  out  of  this  ex- 
perience grew  the  organization,  in  1881,  of  "  The  Normal  Sdhool  of 
Science  and  Royal  School  of  Mines,"  which  is  now  an  institution  to 
supply  systematic  instruction  in  the  various  branches  of  Physical 
Science  to  students  of  all  classes.  While  the  school  is  primarily  in- 
tended for  the  instruction  of  teachers,  and  of  students  of  the  indus- 
trial classes  selected  by  competition  in  the  examinations  of  the 
Science  and  Art  Department,  other  students  are  admitted  so  far  as 
there  may  be  accommodation  for  them,  on  the  payment  of  fees  fixed 
at  a  scale  sufficiently  high  to  prevent  undue  competition  with  institu- 
tions which  do  not  receive  State  aid. 

The  subjects  taught  in  the  school  are  mechanics  and  mathematics, 
physics,  chemistry,  biology,  including  zoology  and  botany,  geology 
and  mineralogy,  agriculture,  metallurgy  and  assaying,  mining,  ele- 
ments of  astronomical  physics,  practical  geometry,  mechanical  and 
freehand  drawing.  The  course  of  instruction  is  arranged  in  such  a 
manner,  as  to  give  the  students  a  thorough  training  in  the  general 
principles  of  Science,  followed  by  advanced  instruction  in  one  or  more 
special  branches  of  Science. 


(b.)    Art  Teaching. 

We  have  already  noted  the  fact  that  the  Department  was  established 
for  the  purpose  of  "  extending  a  knowledge  of  the  arts  and  of  the 
principles  of  design  among  the  people  (especially  the  manufacturing 
population)  of  the  country."  In  1852,  the  schools  of  design  were  re- 
organized and  the  u  Department  of  Practical  Art "  added.  The  princi- 
pal objects  of  the  new  Department  were  to  be — (1.)  The  promotion 
of  elementary  instruction  in  drawing  and  modeling;  (2.)  Special  in- 
struction in  the  knowledge  and  practice  of  ornamental  art;  (3.)  The 
practical  application  of  such  knowledge  to  the  improvement  of  manu- 
factures. 

Provision  was  also  made  to  encourage  the  establishment  of  a  new 
class  of  Schools  of  Art.  These  were  to  be  maintained  by  local  effort 
with  conditional  aid  from  the  Department,  which  was  granted  wherever 
a  local  committee  was  willing  to  establish  day  and  evening  classes 
for  artisans,  to  appoint  a  certificated  master,  to  assign  to  him  part  of 
the  fees  of  the  school,  and  to  engage  him  to  teach  drawing  in  at  least 


504  REPORT  OF  THE 

three  elementary  day  schools.  The  aid  from  the  Department  consisted 
in  payments  of  £10  on  each  certificate  held  by  the  master,  in  grants 
towards  the  cost  of  examples,  and  in  medals  and  prizes  awarded  on  a 
selection  of  the  works  sent  to  London  for  examination. 

In  1854,  inducements  were  offered  to  teachers  of  elementary  schools 
to  qualify  in  Drawing,  by  the  offer  of  payments  on  the  results  of  their  in- 
struction of  the  pupil- teachers  in  their  schools;  and  the  pupil  teacher 
system  was  extended  to  Schools  of  Art,  a  payment  of  £15  a  year 
being  allowed  for  each  pupil  teacher.  In  1855,  the  Department  offered 
prizes  to  children  in  elementary  schools  taught  drawing  by  masters 
of  Schools  of  Art.  In  1856,  these  schools  were  collectively  examined 
at  Schools  of  Art,  by  the  Inspectors  of  theDepartment.  and  in  1857, 
a  payment  of  3s.  for  every  child  who  obtained  a  prize  was  given 
to  the  art  master  who  had  taught  him.  In  the  same  year  an  augmen- 
tation grant  of  £5  was  made  to  the  salaries  of  teachers  of  elemen- 
tary schools  who  had  passed  examinations  in  drawing,  and  taught  the 
subject  satisfactorily  in  their  schools. 

Since  1864,  Schools  of  Art  and  Art  classes  send  their  works  annually, 
in  April,  to  South  Kensington,  where  they  are  examined  by  Com- 
mittees of  Examiners  who  award  the  marks  on  which  payments  are 
made  and  medals  and  prizes  given. 

Aid  is  given  to — 
(a.)  Elementary  schools. 
(b.)  Training  colleges. 
(<?.)  Schools  of  Art  and  Art  classes. 

(a.)  The  aid  may  be  obtained  by  public  elementary  schools  under 
the  inspection  of  the  Education  Department,  and  by  other  schools  if 
they  come  within  the  definition  of  elementary  schools  in  section  3  of 
the  elementary  education  Act  of  1870. 

The  aid  is  given  on  the  following  conditions : 

1.  The  instruction  in  drawing  must  be  given  by  a  duly  qualified 
teacher  of  the  school,  or  by  the  teacher  of  an  Art  School  or  Art  class. 

2.  Drawing  must  be  regularly  and  continuously  taught  throughout 
the  school  for  at  least  one  and  a  half  hours  each  week,  throughout 
the  year;  except  that  girls  need  not  be  taught  drawing,  and  no  grant 
is  made  on  account  of  the  instruction  of  girls  in  drawing,  unless  they 
are  also  taught  English,  needlework  and  cookery. 

3.  The  school  is  examined'  in  drawing,  once  in  a  year,  by  a  local 
Inspector  appointed  by  the  Department  of  Science  and  Art. 

4.  The  scholars  may  be  classified  for  instruction  and  examination 
in  drawing  in  standards  not  corresponding  to  the  ordinary  standards 
of  the  school ;  but  every  scholar  must,  as  a  rule,  be  examined  in  a 
higher  standard  in  each  successive  year. 

5.  The  seven  standards  of  examination  in  drawing  *  are  : — I.  Draw- 

*  An  illustrated  syllabus  of  the  course  of  instruction  in  drawing1  may  bo  obtained  from  the 
Department  of  Science  and  Art,  price  3d. 


INDUSTRIAL  EDUCATION  COMMISSION.  505 

ing  on  slates,  freehand,  and  with  the  ruler,  of  lines,  angles,  parallels 
and  the  simplest  right-lined  forms.  II.  The  same  on  paper.  III.  (a  ) 
Freehand  drawing  of  regular  forms  and  curved  figures  from  the  flat; 
(b.)  Simple  geometrical  figures  with  rulers.  IV.  (a.)  Freehand 
drawing  from  the  flat;  (I.)  Drawing  from  simple  rectangular  and 
circular  Tnodels ;  (c.)  Simple  scales  and  drawing  to  scale.  V.  (a.) 
Freehand  drawing  from  the  flat;  (b.)  Drawing  from  easy  common 
objects;  (c.)  Geometrical  figures  with  instruments  and  to  scale. 
VI.  (a.)  Freehand  drawing  from  the  flat;  (b.)  Drawing  from  models 
of  regular  forms  and  from  easy  common  objects;  (<?.)  Plans  and  ele- 
vations of  plane  figures  and  rectangular  solids  in  simple  positions, 
with  sections  (not  required  in  girls'  schools).  VII.  (a.)  Freehand 
drawing  from  the  flat;  (5.)  Drawing  any  common  object  and  casts  of 
ornament  in  light  and  shade,  or  (bf.)  Geometrical  drawing  more  ad- 
vanced than  in  V  ;  (c.)  Plans  and  elevations  of  rectangular  and  cir- 
cular solids  with  sections  (not  required  in  girls'  schools). 

6.  Registers  must  be  kept  of  the  attendances  of  the  scholars ;  and 
all  scholars  whose  names  have  been  22  weeks  on  the  register,  at  the 
end  of  the  school  year  must  be  presented  for  examination. 

7.  A  grant  of  Is.,  Is.  6d,  or  2s.  per  scholar  in  average  attendance 
is  paid  on  the  results  of  the  examination,  if  the  award  be  <c  fair," 
"  good,"  or  "  excellent "  respectively ;  and  cards  of  merit  are  given 
to  scholars  who  pass  with  credit  in  standards  VI  and  VII.     A  grant 
of  10s.  is  made  for  each  second  grade  examination  paper  satisfactorily 
worked  by  a  pupil,  teacher  or  ex-standard  scholar  of  the  school. 

8.  The  minute  also  provides  for  grants  by  the  Department  of  Science 
and  Art  for  the  drawing  in  evening  schools  under  the  inspection  of 
the  Education  Department. 

(b.)  Annual  examinations  are  held  about  October,  at  the  Training 
Colleges  under  the  inspection  of  the  Education  Department. 

The  subjects  of  examination  are — freehand  drawing  from  flat  ex- 
amples; practical  geometry;  linear  perspective ;  model  drawing  and 
drawing  on  the  blackboard. 

•  A  payment  of  10s.  is  made  to  the  Training  College  for  each  subject 
of  the  examination  in  which  a  student  passes,  and  prizes  and  certifi- 
cates are  given  to  all  candidates  whose  papers  are  marked  "  excellent." 

Grants  are  also  made  towards  the  purchase  of  suitable  apparatus. 

(c.)  There  are  twenty-three  stages  of  art  instruction  towards  which 
aid  is  granted  to  Schools  of  Art  and  Art  classes,  which  have  been  duly 
recognized  by  the  Department. 

This  aid  to  Schools  of  Art  and  Art  classes  is  in  the  form  of — 

1.  Examinations,  in  which  prizes  are  awarded,  held  at  all  places 
complying  with  certain  conditions ;  and  medals  and  prizes  are  awarded 
on  works  executed  during  the  year. 

2.  Payments  on  the  results  of  examination,  and  on  the  works  ex- 
ecuted in  the  school  or  class  during  the  year. 


506  REPORT  OF  THE 

3.  Scholarships,  local  exhibitions  and  free  studentships  at  the  Na- 
tional Art  Training  School  and  at  local  schools  of  art. 

4.  Supplementary  grants  in  respect  of  teachers,  art  pupil  teachers, 
modelers  and  other  students. 

5.  Building  grants  and  grants  towards  the  purchase  of  examples, 
apparatus,  etc. 

6.  Special  grants  and  loans  of  works  of  art,  books,  etc. 
Payments  are  made  on  the  results  of  the  examinations  of  students 

of  the  industrial  classes — all  those  whose  incomes  do  not  exceed  £200 
a  year  being  included  in  this  category — or  of  their  children.  There  are 
two  kinds  of  examination — (a)  Second  and  third  grade  personal  ex- 
aminations, held  about  May;  and  (J)  the  examination  of  works  ex- 
ecuted by  registered  students  in  schools  and  classes,  which  works  are 
sent  to  the  Department  of  Science  and  Art  for  that  purpose,  in  April. 

The  payments  to  Schools  of  Art  and  Art  classes  are  as  follows  : 
(a.)  £1  and  10s.  respectively  for  a  first  class  or  second  class  in  each 

subject  of  the  second  grade  examination. 

(b.)  £1  and  10s.  respectively  for  a  first  class  or  second  class  at  the 
second  grade  examination  in  modeling.  This  payment  can 
only  be  claimed  on  account  of  a  student  who  has  attended  at 
least  40  lessons  in  modeling  during  the  school  year  in  a  School 
of  Art  or  Art  class  under  the  instruction  of  a  master  holding  a 
third  grade  certificate, 
(c.)  £1  10s.  for  a  pass  in  the  third  grade  examination  in  stages  3J,  5a 

and  5J. 
(d.)  £3  and  £1 10s.  respectively  for  a  first  class  or  second  class  in 

other  subjects  of  the  third  grade  examination. 

(e.)  £2,  or  a  sum  not  exceeding  £2,  for  works  sent  up,  other  than 
those  which  are  preliminary  to  personal  examinations,  executed 
during  the  previous  year  by  a  student  in  the  rooms  and  during 
the  recognized  meetings  of  schools  or  classes. 

Grants  are  made  to  enable  the  masters  and  students  of  Schools  of 
Art  to  visit  the  South  Kensington  museum  and  other  metropolitan 
institutions,  and  to  go  abroad  for  study. 

Aid  not  exceeding  50  per  cent,  of  their  cost  is  given  towards  the 
purchase  of  examples,  apparatus  and  fittings. 

Building  grants  not  exceeding  2s.  6<#.  per  superficial  foot  of  internal 
area  are  made,  up  to  a  maximum  of  £500  for  any  one  school,  in  aid 
of  a  new  building,  or  of  the  adaptation  of  an  existing  building  for  a 
School  of  Art. 

The  following  figures  show  the  extent  and  amount  of  the  aid  of  Art 
instruction  under  the  foregoing  heads. 
In  1886  there  were — 

205  Schools  of  Art  with  21  branch  classes,  and  a  total  of  40,134  stu- 
dents— the  fees  paid  by  the  latter  amounting  to  £40,643,  and  the 
payments  on  results  to  £27,742. 


INDUSTRIAL  EDUCATION  COMMISSION.  507 

525  art  classes,  with  31,491  students.  The  payments  on  the  results 
of  Art  examinations,  in  Art  classes  and  Science  classes  together, 
amounted  to  £9,486. 

4,446  elementary  schools  at  which  870,491  children  and  pupil- 
teachers  were  taught  drawing,  of  whom  588,265  were  examined—the 
payments  on  results  amounting  to  £33,284. 

50  Training  Colleges,  with  3,620  students  in  training  examined  in 
drawing,  of  whom  935  students  and  teachers  obtained  certificates,  the 
grants  amounting  to  £2,161. 

The  whole  number  of  persons  who  received  instruction  in  Art  in 
some  form,  through  the  agency  of  the  department  was  956,524. 


508 


REPORT  OF  THE 


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INDUSTRIAL  EDUCATION  COMMISSION.  509 

It  is  evident  from  the  foregoing  sketch,  which  is  condensed  from 
an  account  contained  in  the  "  Calendar  and  General  Directory  of  the 
Department  of  Science  and  Art  for  the  year  1888,"  that  a  vast  amount 
of  money  and  effort  has  been  expended,  both  by  the  Government  and 
by  individuals  and  localities,  for  the  promotion  of  science  and  art 
among  the  people,  and  with  the  avowed  object  of  helping  England 
by  this  means  to  retain  and  insure  her  industrial  supremacy.  The 
results  have  been  by  no  means  unimportant,  and  if  nothing  more  had 
been  done  than  to  secure  the  establishment  of  the  magnificent  mus- 
eum at  South  Kensington,  with  its  group  of  related  institutions,  the 
return  would  have  amply  justified  the  outlay.  But  whatever  advan- 
tages, direct  or  indirect,  may  have  accrued  to  the  national  industries 
from  these  sources,  thoughtful  Englishmen  are  free  to  admit  that  they 
have  not  met  the  desires  or  expectations  of  the  general  public  or  of 
those  best  able  to  judge.  The  deep-seated  movement  now  going  on 
in  that  country,  in  behalf  of  better  Technical  and  Industrial  educa- 
tion, is  in  part,  at  least,  an  expression  of  that  dissatisfaction ;  though 
it  has  also  a  positive  purpose,  looking  to  the  incorporation  of  a  prac- 
tical element  with  the  theoretical  already  provided  lor.  The  feature 
of  the  present  system  which  is  most  generally  criticised  is  its  funda- 
mental principle  of  "  payment  on  results." 

This,  it  is  alleged,  has  resulted  in  a  national  system  of  "  cramming  " 
for  examinations,  and  of  such  teaching  as  fct  cramming"  requires — a 
system  which  suppresses  all  spontaneity  of  intellectual  action  and 
makes  the  mind  a  mere  receptacle — a  sort  of  living  phonograph. 

This  criticism,  however  much  of  truth  it  may  contain,  does  not  in 
our  opinion  touch  the  vital  point  of  the  difficulty.  If  this  extended 
system  of  Science  and  Art  teaching  had  been  accompanied  with  any- 
thing like  an  equal  amount  of  manual  training  in  the  use  of  tools 
and  in  laboratory  manipulations,  thus  giving  concreteness  and  reality 
to  the  subjects  of  instruction,  we  believe  the  results  would  have  been 
incalculably  more  effective,  and  in  the  direction  in  which  they  were 
sought.  In  fact,  this  passage  in  educational  history  furnishes  a  most 
convincing  demonstration  of  what  a  correct  system  of  Technical  and 
Industrial  education  should  be,  by  showing  in  what  ways  a  defective 
system  has  failed.  It  shows  that  no  amount  of  theoretical  training 
can  supply  the  lack  of  even  a  moderate  amount  of  practical  hand 
training,  provided  the  latter  be  skilfully  directed,  on  educational 
methods,  and  with  a  view  to  illustrating  the  principles  involved.  We 
may  quote,  on  this  point,  a  brief  passage  from  Professor  Silvanus  P. 
Thompson,  the  accomplished  Principal  of  Finsbury  Technical  College. 

Says  Professor  T.,  "But,  as  it  happens,  those  of  our  national  industries  which 
have  felt  most  severely  the  depression  in  trade  are,  for  the  most  part,  those  in  which 
skilled  labor  tells  for  a  great  deal ;  the  iron  and  steel  industries  ;  the  industries  in 
cloth,  in  weaving,  dyeing,  and  spinning ;  the  industries  in  silk,  in  ribbons,  in  tools, 
in  watches.— Wo  need  not  further  particularize.  The  lack  of  Technical  Education  is 
costing  us  dearly— has  cost  us  terribly  dear— in  spite  of  the  oft-repeated  warnings 


510  KEPORT  OF  THE 

of  those  who  saw  the  efforts  which  Continental  nations  were  making  to  surpass  us, 
as  they  could  only  hope  to  surpass  a  nation  possessing  vast  natural  advantages,  by 
organizing  the  Technical  Education  of  their  artisans,  and  by  giving  to  the  sons  of 
the  wealthier  commercial  classes  and  employers  of  labor  that  sound  Scientific  train- 
ing which  alone  could  qualify  them  to  use  to  the  highest  advantage  the  Techni- 
cal training  given  to  the  artisans.  Scientific  and  Technical  education  go  hand  in 
hand.  Neither  is  competent  alone  to  bring  about  that  development  of  the  skilled 
industries  which  together  they  can  effect.  At  the  first  sight  it  might  be  supposed 
that,  provided  the  younger  generation  of  employers  of  labor  possessed  a  Scientific 
training,  the  application  of  their  science  to  the  better  Technical  training  of  the  arti- 
san would  follow  as  a  matter  of  course.  Those  who  argue  thus,  leave  out  of  sight 
one  most  important  link  in  the  chain  of  cause  and  effect,  viz :  That  in  consequence 
of  slow  and  almost  insensible  changes,  wrought  by  social  agencies  during  the  last 
three  generations,  apprenticeship  no  longer  exists  except  in  name.  All  that  was 
best  and  most  valuable  in  the  old  system  of  apprenticeship  as  we  inherited  it  from 
our  forefathers  of  the  middle  ages,  has  vanished,  leaving  behind  it  as  the  inheritor 
of  its  name  and  of  its  legal  prestige  a  system  in  which  only  its  worst  and  least  ad_ 
vantageous  features  are  retained.  The  life  of  the  apprentice  in  the  bosom  of  his 
master's  family,  the  pride  of  the  master  in  his  craft,  the  secrets  of  trade  perpetuated 
only  by  being  handed  down  within  the  narrow  circle  of  the  craftsmen  of  the  guild 
—all  these  vanished  from  the  moment  when  the  capitalist  replaced  the  master-crafts- 
man as  the  employer  of  apprentice  labor,  leaving  behind  little  more  than  the  petty 
tyrannies  and  the  subservience  to  obsolete  rules  of  thumb  which  degrade  so  may 
workshops  even  of  the  present  day." 


The  most  effective  agency  that  has  yet  been  created  to  meet  this 
want,  and  one  that  promises  to  give  London,  it  administered  in  con- 
nection with  the  Science  and  Art  Department,  one  of  the  best  in  the 
world,  is  the 

"  City  and  Guilds  of  London  Institute," 

comprising  a  great  central  institution  at  South  Kensington  (under  the 
direction  of  Sir  Philip  Magnus)  with  branches  and  affiliated  institu- 
tions throughout  the  country,  and  with  an  elaborate  system  of  local 
technological  examinations.  Its  aims  and  work  are  practical  as  well 
as  theoretical,  and  it  seems  likely  to  bear  the  same  relation  to  the 
extension  of  Manual  Training,  that  the  Science  and  Art  Department 
does  to  theoretical  teaching.  If  any  friendly  criticism  is  to  be  made 
upon  it,  it  is  that  the  Central  Institution  has  begun  its  work  upon  a 
plane  too  far  above  the  level  of  present  public  opinion.  It  would, 
however,  be  a  serious  calamity  if  the  work  so  well  begun  should,  for 
any  reason,  be  allowed  to  fail  of  the  purposes  of  its  promoters." 

The  object  of  the  Central  Institution  is  to  give  to  London  a  college 
for  the  higher  Technical  Education,  in  which  advanced  instruction 
shall  be  provided  in  those  kinds  of  knowledge  which  bear  upon  the 
different  branches  of  industry,  whether  manufactures  or  arts. 

The  main  purpose  of  the  instruction  given  in  this  institution  is  to 
point  out  the  application  of  different  branches  of  Science  to  various 
manufacturing  industries. 

In  order  that  this  instruction  may  be  efficiently  carried  out,  the  In- 
stitution, in  addition  to  the  lecture-theatres  and  class-rooms,  is  fitted 


INDUSTRIAL  EDUCATION  COMMISSION.  511 

with  laboratories,  drawing  offices  and  workshops ;   and  opportunities 
are  afforded  for  the  prosecution  of  original  research  with  the  object 
of  the  more  thorough  training  of  the  students,  and  for  the  elucidation 
of  the  theory  of  industrial  processes. 
The  courses  of  instruction  are  arranged  to  suit  the  requirements  of — 

1.  Persons  who  are  training  to  become  technical  teachers. 

2.  Persons  who  are  preparing  to  enter  engineering  or  architects' 
offices,  or  manufacturing  works. 

3.  Persons  who  desire  to  acquaint  themselves  with  the  scientific 
principles  underlying  the  particular  branch  of  industry  in  which  they 
are  engaged. 

Students  intending  to  go  through  a  complete  course  of  Technical 
instruction,  with  the  view  of  subsequently  obtaining  a  Diploma  in  the 
engineering,  physical  or  chemical  department,  are  required  to  pass 
an  entrance  or  matriculation  examination,  which  includes  elementary, 
pure  and  applied  mathematics,  mechanical  drawing,  physics,  chemis- 
try and  French  or  German. 

The  complete  course  of  instruction  involves  instruction  in  all  four 
departments,  and  is  practically  the  same,  during  the  first  year,  for  all 
students.  It  is  specialized  in  the  second  year,  according  the  particu- 
lar branch  of  industrial  work  in  which  the  student  expects  to  be  en- 
gaged ;  and,  in  the  third  year,  the  student  devotes  himself  almost 
exclusively  to  the  work  of  the  department  in  which  he  enters. 

The  fees  for  the  complete  course  of  instruction  to  be  pursued  by  a 
matriculated  student  are  £25  per  annum,  payable  in  advance,  or  £26 
payable  in  three  instalments  of  £12,  £8  and  £6  at  the  commence- 
ment of  each  term. 

In  the  case  of  students  who  have  already  gained  a  considerable 
knowledge  of  any  particular  subject,  the  course  of  instruction  for  the 
Diploma  may  be  modified  at  the  discretion  of  the  Board  of  Studies. 

Any  person  may  attend  parts  of  the  regular  courses  if  he  satisfies 
the  professors  that  he  possesses  sufficient  knowledge  to  follow  the 
instruction. 

The  following  courses  of  lectures,  forming  part  of  the  complete  courses  for 
matriculated  students,  are  given  during  the  session,  and  are  open,  on  payment  of 
the  fees  indicated,  to  all  persons  who  may  be  qualified  to  attend  them  : 

Mechanics  and  mathematics. 

Mechanism  and  the  application  of  dynamics  to  practical  problems,  the  strength  of 
materials,  etc.,  hydraulics. 

Engineering. 

Surveying. 

Practical  Physics. 

Electrical  Technology. 

The  Chemistry  of  fermentation  and  putrefaction. 

Crystallography. 

The  Chemistry  of  oils  (mineral  and  vegetable)  and  fats. 

The  Chemistry  of  dyes. 

With  the  view  to  assist  in  the  introduction  into  the  public  elemen- 


512  REPORT  OF  THE 

tary  and  othef'schools  of  Manual  Training  and  of  improved  methods 
of  Science  teaching,  the  following  courses  of  instruction,  adapted  to 
the  requirements  of  teachers,  are  being  given  : 

1.  Carpentry  and  joinery. 

2.  Experimental  Physics. 

Summer  courses  of  lectures  and  laboratory  work  for  teachers  and  others  are  given 
during  the  month  of  July  : 

1.  On  the  Mechanics  of  construction. 

2.  On  Chemistry,  with  special  reference  to  the  requirements  of  architects,  build- 
ers and  engineers. 

3.  On  the  testing  of  dynamos  and  motors. 

4.  On  Graphical  Statics. 

5  On  methods  of  determining  the  fundamental  standards  of  electrical  measure- 
ments. 

6.  On  gas  manufacture. 

7.  On  the  technology  of  cellulose  and  paper  manufacture. 

8.  On  lighting,  warming  and  ventilation. 

9.  On  style  and  styles  in  building. 


Among  affiliated  institutions,  we  have  space  for  only  a  brief  notice  of 
The  Finsbury  Technical  College, 

whicli  is  conducted  with  a  degree  of  energy  and  intelligence  that  are 
already  bearing  fruit  in  an  overcrowding  of  students,  and  in  the 
hearty  support  of  the  managers  of  industrial  works  in  its  neighbor- 
hood. 

It  was  opened  on  the  19th  day  of  February,  1883,  and  was  erected 
at  a  cost  of  about  £36,000,  to  serve  as  a  model  Trade  School  for  the 
instruction  of  artisans,  and  of  other  persons  preparing  for  intermediate 
posts  in  industrial  works. 

It  consists  of  a  school  of  applied  Science  and  Art.  There  is  a  day 
and  an  evening  school.  The  latter  provides  systematic  instruction  for 
those  who  are  engaged  in  the  staple  industries  of  the  district,  includ- 
ing cabinetmaking;  and  in  the  application  of  chemistry,  mechanics 
and  physics  to  special  trades,  such  as  spirit  rectification,  mechanical 
engineering,  electric  lighting,  etc. 

An  approach  has  been  made  to  the  establishment  of  a  relationship 
between  this  College  and  the  principa1  middle  class  schools  of  the 
Metropolis,  by  the  award  to  selected  pupils  from  these  schools  of  ex- 
hibitions enabling  them,  without  payment  of  fees,  to  receive  in  the 
College  Scientific  and  Technical  training,  fitting  them  for  various  oc- 
cupations and  industries,  as  well  as  for  higher  Technical  instruction. 

The  subjects  taught  comprise  mathematics,  pure  and  applied,  prac- 
tical mechanics,  chemistry,  physics,  electrical  technology,  freehand, 
model  and  machine  drawing,  workshop  practice,  French  and  German; 
and,  in  the  evening,  additional  classes  are  held  in  carpentry  and  joinery, 
metal  plate  work,  bricklaying,  drawing,  painting,  modeling  and 
design. 


^5T 

INDUSTRIAL  EDUCATION  COMMISSION. 


The  Polytechnic  Institute.  Vt.p *t\ft 

There  is  one  other  London  institution  of  &  type  so  nearly  uniqu< 
a  full  description  would  be  interesting,  possibly  somewhat  more  from  a 
moral  and  social  point  of  view  than  with  reference  to  the  requirements 
of  systematic  education,  though  it  has  a  manifest  claim  to  distinction 
on  the  latter  ground.  It  is  known  as  the  Polytechnic  Institute,  situ- 
ated in  the  heart  of  London,  with  3,000  students  actually  engaged  in 
its  courses  of  study  and  7,000  more  enrolled  in  its  various  sections, 
attended  almost  entirely  by  young  men  and  women  who  are  em- 
ployed in  daily  toil,  and  supported  by  the  large-minded  generosity  of 
a  single  man,  Mr.  Quintin  Hogg,  at  an  annual  expense  (over  receipts) 
of  from  $30,000  to  $35,000.  From  the  smallest  beginnings  it  has 
grown  to  be  a  great  moral  and  educational  force  which  is  now  attract- 
ing public  attention  and  has  won  the  warm  approval  of  such  eminent 
men  as  Lord  Hartington,  Lord  Selborne,  Sir  Lyon  Playfair,  Mr. 
Mundella  and  others.  Without  detailing  the  numerous  courses  of 
literary  and  technical  instruction,  we  can  best  present  a  general  view 
of  the  work  of  the  Institute,  by  quoting  portions  of  a  descriptive  ac- 
count which  appeared  in  the  London  Times,  April  23,  1888,  as  fol- 
lows: 

The  success  of  the  venture  has  been  astonishing.  More  than  10,000  boys  and 
young  men  have  their  names  upon  its  books,  and  already  the  second  house  has  800 
young  women  upon  its  list,  most  of  them  the  sisters  or  the  friends  of  the  members 
of  the  Institute.  The  cost  of  maintenance  amounts  to  between  £14. 000  and  £15, 000  a 
year ;  the  receipts  from  fees  to  about  £9,000,  and  the  deficit,  which  thus  amounts  to 
between  £5,000  and  £6,000  a  year, has  been,  till  now, entirely  met  by  Mr.  Quintin  Hogg. 
*  *  *  The  visitor  who  makes  his  way  thither  between  seven  and  ten  o'clock 
on  any  week  day  evening  will  find  every  room  occupied  by  numbers  of  lads  and 
young  men,  from  seventeen  years  old  upwards,  either  harmlessly  amusing  them- 
selves or  studying  in  class.  There  is  a  refreshment  and  reading  room,  where  some 
boys  are  having  tea  or  supper,  some  are  reading  the  newspapers,  some  are  playing 
chess  or  draughts.  *  *  *  Of  one  great  room  most  ingeniously  varied  use  is 
made— in  the  summer  it  is  a  swimming  bath  ;  in  the  other  seasons  of  the  year,  com- 
fortably carpeted  and  arranged  with  chairs  and  tables,  it  is  made  into  the  chief  read- 
ing room  of  the  place.  In  another  room  on  certain  days  in  the  month,  you  may  see 
some  fifty  nicely  dressed  and  rather  shy  looking  lads  seated  at  long  tables  at  their 
tea,  while  some  senior  friends  entertain  them  with  music  or  with  talk.  These  are 
the  "new  fellows,"  who  are  thus  allowed  to  enter  the  great  world  of  the  Polytech- 
nic in  a  pleasant  way,  which  robs  them  very  soon  of  all  feeling  of  strangeness,  and 
enables  them  to  fortify  themselves  with  friends.  Indeed,  very  admirable  and  special 
provision  is  made  for  the  reception  of  new  members ;  three  of  the  seniors  are  ap- 
pointed "new  members'  secretaries,"  and  it  is  the  business  of  one  or  other  of  them 
to  be  present  every  evening  in  a  certain  room,  there  to  receive  any  new  member 
who  desires  information,  or  who  prefers  to  spend  his  evening  out  of  the  crowd. 
Passing  into  another  room  we  find  a  debating  society  in  full  work,  a  young  man  on 
his  legs  stumbling  through  a  speech  on  the  Irish  question,  or  declaring  for  or  against 
Church  and  State.  In  a  large  hall  close  by  *  *  *  a  certain  number  of  youths, 
unfortunately  not  very  many,  are  going  through  military  drill.  In  the  other  and 
still  larger  hall  a  much  gayer  sight  is  to  be  seen,  for  here  the  gymnastic  instructor, 
a  color  sergeant  in  the  Guards,  is  taking  his  numerous  and  energetic  class  through 

33  ED.  COM. 


514  REPORT  OF  THE 

their  exercises.  From  50  to  100  lads  are  there,  most  of  them  in  flannels,  and  are  for- 
getting the  workshop  and  the  counter  in  the  physical  delight  of  exercise.  The 
evening  winds  up  with  the  performance,  to  the  music  of  a  band,  of  a  sort  of  rapid 
figure  dance,  as  complicated  and  as  pretty  to  the  eye  as  the  famous  equestrian  dance 
in  which  Ascanius  led  the  young  Trojans  in  Virgil.  Perhaps,  after  this  is  over,  if 
the  visitor  is  in  high  favor  with  the  authorities,  he  will  be  allowed  to  see  some  of  the 
prize  winners  perform  on  the  parallel  bars  or  on  the  trapeze  ;  and  it  is  no  exaggera- 
tion to  say  that  nothing  that  the  University  gymnasiums  can  show  can  at  all  com- 
pete with  or  approach  the  skill  of  these  young  men,  these  auctioneers'  clerks,  these 
tailors,  these  carpenters  of  London.  *  *  * 

Gymnasium  and  recreation  rooms,  however,  are  not  beyond  the  scope  of  many 
other  Institutes  to  be  found  in  London  and  the  country.  What  differentiates  the 
Polytechnic  from  all  others  is  the  elaborate  system  of  technical  instruction  which  is 
open  to  its  members.  These  members,  it  may  here  be  said,  are  admitted  on  pay- 
ment of  a  subscription  of  3s.  per  quarter,  which  entitles  them  to  the  free  use  of  the 
library,  social  rooms,  gymnasiums,  etc.,  and  admission  to  all  the  entertainments^ 
while,  for  the  technical  classes,  small  fees  have  to  be  paid.  The  classes  are  of  two 
kinds,  science  and  art  clssses,  which  are  held  in  connection  with  the  Department  at 
South  Kensington ;  and  industrial  classes,  which  are  independent,  but  which  are 
more  or  less  informally  related  to  the  City  and  Guilds  of  London  Institute  of  Tech- 
nical Instruction  and  also  to  the  London  Trades  Council.  The  industrial  classes, 
again,  are  sub-divided  into  classes  of  mechanics  and  into  "  practical  trade  classes"  for 
apprentices  and  young  workmen,  and  it  is  these  last  which  are  the  special  feature  of 
the  Institute.  Among  them  we  find  classes  for  various  branches  of  engineering,  for 
cabinet-making  and  carpentry,  including  such  subordinate  departments  as  the 
making  of  staircases  and  hand  railing ;  we  find  classes  in  wood  and  stone  carving, 
in  tailor's  cutting,  in  sign-writing  and  in  practical  watch  and  clock  making ;  classes 
in  carriage  building,  in  printing,  in  land  surveying  and  leveling,  in  plumbing  and 
tool-making  and  many  other  trades.  In  all  these  cases  it  is  a  condition  that  no  one 
is  to  be  admitted  who  is  not  already  engaged,  say  as  an  apprentice,  in  the  trade,  for 
the  managers  of  the  Institute  see  how  important  it  is  that  they  should  not  incur  the 
hostility  of  the  London  artisan  organizations  by  turning  out  imperfectly  trained  and 
amateurish  workmen  to  compete  with  them  in  the  market.  The  wonder  is  that 
young  men  can  be  found  who  care  to  spend  their  evenings  in  doing  much  the  same 
work  as  that  they  have  been  employed  upon  all  day ;  but  such  unquestionably  is 
the  case,  and  the  class  rooms  are  well  filled  with  lads  making  engines,  carving  wood, 
shaping  bricks,  or  learning  the  best  method  of  cutting  out  cloth.  They  are  led  partly 
by  the  genuine  desire  of  learning,  and  partly  by  the  wish  to  better  themselves  ;  for 
example,  a  young  plasterer,  who  as  yet  knows  only  the  plainer  elements  of  his  craft, 
comes  to  the  Polytechnic  to  learn  modeling  and  cornice  molding,  and  when  he  has 
learnt  his  lesson,  he,  perhaps,  emigrates  to  America  and  finds  himself  able  to  earn 
something  like  four  times  the  wages  which  he  had  been  earning  as  a  simple  plas- 
terer in  London.  In  the  engineering  room,  where  there  is  a  certain  amount  of 
machinery  worked  by  a  central  gas  engine,  a  dozen  young  men  may  be  seen  pro- 
foundly interesting  themselves  in  the  forming  of  a  screw,  or  in  adapting  some 
roughly-cast  bolt  to  the  required  purpose,  and  the  room  is  full  of  iron  lathes  and 
other  small  machines,  every  detail  of  which  has  been  made  and  finished  on  the  spot 
by  the  boys. 

The  variety  of  the  classes  is  very  great  indeed.  Here  are  a  few  of  the  announce- 
ments made  at  the  beginning  of  the  last  term,  and  it  should  be  premised  that  the 
fees  for  the  classes  vary  from  2s.  6d.  to  10s.  Qd.  per  quarter  to  members  of  the  Insti- 
tute, non-members  being  allowed  to  attend  on  payment  of  an  increased  fee.  Mr.  H. 
J.  Spooner  lectures  on  geometry  and  machine  drawing,  Mr.  L.  J.  Butler  on  carriage 
building,  Mr.  Andrew  Clark,  F.  R.  C.  S.,  on  first  aid  to  the  injured,  Mr.  Hasluck  on 
elocution,  Mr.  Herrmann  on  watch  and  clock  making,  Messrs.  Horton  and  Wilson 
on  short  hand  writing,  Mr.  E.  R.  Alexander  on  printing,  Mr.  H.  L.  Ramsey  on  sign 
writing,  Mr.  George  Scarman  on  upholstery,  cutting  and  draping,  Messrs.  Charles 
Mitchell  and  Young  on  building  construction,  Mr.  H.  W.  Richards  on  brick  cutting, 
and  in  the  ladies'  department  Mrs.  Elliott  Scrivener  on  dressmaking  and  dress  cut- 


INDUSTRIAL  EDUCATION  COMMISSION.  515 

ting.  The  results  are  eminently  satisfactory,  if  we  can  j  udge  from  the  success  of 
the  Polytechnic  pupils  in  the  different  technical  examinations,  for  they  almost 
always  stand  at  the  head. 

The  work  of  the  Polytechnic  Institute  has  been  very  favorably  judged  by  those 
most  competent  to  form  an  opinion  upon  it.  It  has  obtained  the  approval  of  the 
London  Trades'  Council  and  of  two  Royal  Commissions,  and  has  been  commended 
in  the  most  encouraging  way  by  the  Commissioners  of  City  Charities.  The  London 
Trades'  Council  on  April  10,  1883,  passed  the  following  resolution:  "  That  the  system 
of  trade  teaching  adopted  at  the  Polytechnic  Institute  be  recommended  to  the  Lon- 
don trades."  Three  months  later  the  same  council  resolved  that — "  In  the  opinion 
of  this  delegate  meeting  of  trades,  any  system  of  technical,  scientific,  or  theoretic 
instruction  for  our  industrial  population  should  be  accompanied  by  practical  teach- 
ing by  competent  trade  teachers,  based  upon  workshop  practice,  in  harmony  with 
the  requirements  of  ordinary  business  pursuits,  similar  to  the  trade  instruction 
given  at  the  Polytechnic  Institute."  More  recently  Mr.  Woodall,  M.  P.,  a  member 
of  the  Royal  Commission  on  Technical  Education,  said  that  "  he  had,  in  connection 
with  the  Royal  Commission,  visited  nearly  all  the  technical  training  schools  on  the 
Continent  and  he  could  safely  say  that  he  had  not  seen  one  in  which  such  a  thor- 
oughly practical  system  was  followed  as  in  the  Polytechnic  Institute."  *  *  * 

As  we  have  said  at  the  outset,  the  need  for  technical  education  is  one  which  is 
every  day  becoming  more  present  to  the  public  mind.  Our  commercial  prosperity 
is  being  threatened  by  competition  all  over  the  world,  and  assuredly  it  will  be  im- 
possible for  us  to  keep  our  markets  unless  our  workmen  succeed  in  putting  them- 
selves on  a  level  with  the  best  wrorkmen  in  Berlin,  Paris  or  Philadelphia.  The  way 
to  this  result  is  through  technical  education,  and  this,  like  every  other  kind  of  edu- 
cation, whether  for  high  or  low,  cannot  be  self-supporting.  If  Oxford  and  Cam- 
bridge, Eton  and  Winchester,  nourish  by  means  of  endowments ;  if  every  elemen- 
tary school  in  England  is  kept  at  work  by  means  of  subsidies  from  the  government, 
from  the  ratepayers,  or  from  private  subscribers,  it  is  not  surprising  that  technical 
schools  should  require  help  of  the  same  kind.  *  *  * 


Messrs.  Mather  and  Platt's  Workshop  School     (Manchester). 
[From  the  Report  of  the  Royal  Commissioners.] 

Under  the  guidance  of  Mr.  Mather,  the  Commissioners  inspected  the 
school  room  and  examined  Specimens  of  the  students'  drawings  there 
exhibited. 

Mr.  Mather  stated  that  there  are  68  scholars  in  the  school,  which  is 
designed  to  provide  science  teaching  for  the  apprentices  employed  in 
the  works.  No  strangers  are  admitted.  The  drawings  are  of  work 
actually  in  progress  in  the  foundry.  The  teacher  lectures  upon  them 
and  explains  and  makes  calculations,  and  the  lads  next  day  at  the 
works  see  the  very  thing  they  have  heard  about  here.  They  are  al- 
lowed to  go  through  the  shops  in  all  directions  with  the  teacher  from 
time  to  time. 

For  the  purpose  of  practical  illustrations  from  work  in  process  of 
construction,  patterns,  models  and  details  of  machines  are  brought 
into  the  school  from  the  workshops.  The  great  feature  is  that  tech- 
nical instruction  is  imparted  by  the  aid  of  objects  being  actually  con- 


516  REPORT  OF  THE 

structed  in  the  workshops  under  the  observation  of  the  apprentices, 
and  which  are  manufactured  for  sale.  The  parts  of  machines  which 
are  brought  to  the  school  for  class  instruction  are  seen  by  the  students 
afterwards  in  their  proper  places  in  the  whole  machines. 

(Chairman.)  Can  you  give  us  your  opinion  as  to  the  best  method 
of  combining  instruction  with  actual  experience  in  the  workshop  ? 

Undoubtedly  the  school  should  be  part  of  the  workshop,  and  form 
a  department  in  which  the  apprentice  must  be  compelled  to  serve  a 
portion  of  his  time  every  week  after  the  ordinary  hours  in  the  work- 
shop as  a  condition  of  his  apprenticeship.  A  school  incorporated  thus 
in  the  workshops  affords  facilities  for  the  acquiring  of  technical 
knowledge  which  no  science  school  of  the  ordinary  kind,  apart  from 
workshop  practice,  can  possibly  offer.  The  teachers  here  are  draughts- 
men in  our  own  works,  duly  qualified,  who  by  this  teaching  add  to 
their  ordinary  income.  Schools  of  this  character  are  simple  and  in- 
expensive, and  such  as  every  large  employer  can  establish. 

Chairman  (to  Mr.  Jones,  the  teacher).  Do  we  understand  that  the 
students  make  sketches  from  the  objects  themselves,  or  that  they 
avail  themselves  of  diagrams? 

Sometimes  from  the  pattern,  sometimes  from  the  object  itself  in 
the  works,  and  sometimes  from  diagrams  which  I  prepare  of  objects 
which  are  being  made  in  the  works.  Where  we  have  the  sketches  we 
have  the  patterns  here,  and  sometimes  ask  the  students  to  measure 
the  patterns  and  see  whether  there  are  any  mistakes  in  the  dimen- 
sions. 

The  diagrams  are  not  allowed  to  be  copied  ? 

No.  The  drawings  have  to  be  made  to  a  different  scale.  The 
drawings  serve  only  to  give  the  student  a  general  idea  of  what  the 
thing  is  like,  the  students  have  to  work  from  the  dimensions  given. 

Do  they  make  sections  also  ? 

Yes,  they  make  sections  of  everything.  There  are  in  the  sketches 
two  views,  and  they  have  to  make  a  third  deduced  from  the  two. 

You  let  them  make  a  view,  either  a  section  or  elevation,  which  is 
not  shown  at  all  in  the  drawing,  and  which  they  have  to  devise  from 
what  is  on  the  sheet  ? 

Yes.  [Mr.  Jones  then  exhibited  a  pattern  and  stated  that  he  con- 
sidered it  an  advantage  to  make  the  boys  work  to  scale  from  the  pat- 
tern as  it  teaches  them  to  understand  pattern  making  and  molding  as 
well.] 

These  are  patterns  of  casts  actually  made  in  the  works  ? 

Yes.  The  use  of  this  collection  of  patterns  is  to  show  how  the 
whole  objects  are  cast  with  the  use  of  cores,  and  it  forms  a  part  of  our 
course  of  machine  construction  and  applied  mechanics.  The  pattern 
and  the  finished  object  are  here  placed  together,  so  that  the  student 
can  see  the  mode  in  which  the  finished  cylinder  is  to  be  cast  from  the 
pattern  by  the  use  of  the  cores. 


INDUSTRIAL  EDUCATION  COMMISSION.  517 

Do  you  think  that  the  South  Kensington  models  are  behind  the 
time? 

No,  I  think  that  the  models  for  the  illustration  of  geometry  are 
very  good.  We  have  never  had  that  collection.  We  have  never 
made  application  for  it.  With  respect  to  coloring  and  finishing,  I 
consider  this  a  sort  of  luxury,  and  it  must  not  be  indulged  in  until  the 
scholars  can  draw  details  well  and  understand  them.  This  is  the  re- 
verse of  the  practice  followed  in  the  ordinary  schools.  [Examples 
were  shown  of  a  student's  work  done  in  the  class,  where  he  had  drawn 
incorrectly  a  bolt  and  nut  in  a  plummer  block;  by  the  side  of  this 
drawing  was  placed  one  of  a  marine  engine,  colored  and  shaded, 
which  he  was  supposed  to  have  done  three  or  four  years  previously 
at  a  high  class  boarding  school.  Since  he  became  a  student  of  the 
works  class  he  has  shown  no  ability  whatever  as  a  draughtsman ;  he 
had  been  repeatedly  shown  the  correct  method  of  drawing  a  bolt  and 
nut.] 

(Mr.  Swire  Smith. )  How  many  nights  a  week  do  the  students  come  ? 

Two  nights.  Three  hours  on  Monday,  principally  for  lectures  on 
applied  mechanics,  steam  and  engineering.  [Handed  in  to  the  Secre- 
tary copies  of  class  examination  papers  and  other  papers.]  I  have 
tested  examinations  once  a  session.  Out  of  28  students  in  applied 
mechanics,  I  passed  at  the  last  examination  12  first  class  and  12 
second  class. 

(Chairman.)  Will  you  allow  me  to  ask  you  what  your  own  educa- 
tion has  been  ? 

I  was  educated  at  Peter  Street  School  till  11  years  of  age.  Then 
worked  at  the  bench  as  a  photographic  instrument  maker.  I  at- 
tended the  Salford  Working  Men's  College,  learning  drawing  and 
mathematics  at  night,  and  obtained  the  gold  medal  there  for  geometry. 
This  institution  is  similar  to  the  Mechanics'  Institution,  but  smaller. 
The  Secretary  asked  me  to  attempt  the  teachers'  examination  and 
after  I  had  passed  the  examination  I  was  induced  to  take  a  class  by 
the  agent  of  the  Union  of  Lancashire  and  Cheshire  Institutes.  I  have 
now  been  teaching  17  years.  I  taught  at  various  institutions  about 
Lancashire  and  Cheshire,  until  I  found  that  under  the  South  Ken- 
sington system  of  payment  by  results  you  cannot  live  by  teaching 
alone,  so  I  had  to  do  something  else  in  addition. 

You  are  now  employed  as  a  draughtsman  by  Messrs.  Mather  & 
Platt,  and  you  are  remunerated  for  the  instruction  given  here  by  the 
grant  from  the  Science  and  Art  Department  and  the  class  fees  ? 

Yes. 

It  has  been  alleged  that  there  is  no  great  inducement  to  take  the 
upper  Standards,  and  that  to  pass  students  in  the  lower  stage  is  more  re- 
munerative than  to  pass  advanced  and  honors  students.  What  is 
your  experience? 


518  REPORT  OF  THE 

My  experience  is  that  the  elementary  stage  is  the  only  one  that 
pays  for  the  labor  expended. 

Therefore,  there  is  a  tendency  on  the  part  of  teachers  to  cast  off 
those  who  have  passed  in  the  elementary  stage,  and  to  bring  forward 
a  fresh  set  of  students  ? 

Yes,  that  is  the  tendency  of  the  present  system.  The  honors  stage 
is  purely  honor,  both  to  student  and  teacher,  and  does  not  pay  at  all. 
In  the  last  year  1  passed  two  in  honors  in  geometry. 

In  your  case  this  tendency  is  counteracted  by  a  sense  of  duty  to  the 
firm? 

I  confess  I  never  felt  this  tendency,  not  from  any  sense  of  duty 
to  the  firm  particularly,  but  from  a  sense  of  duty  to  the  earnest 
student.  I  feel  proud  to  teach  an  honors  student,  and  am  at  the 
present  time  teaching  about  12  such  students. 

What  is  the  advantage  of  the  students  being  persons  employed  in 
the  works,  and  being  trained  here  rather  than  in  science  classes  ? 

The  advantage  is  that  I  know  what  each  person  is  working  at  every 
day,  and  have  the  opportunity  of  pointing  out  something  connected 
with  the  work  he  is  doing.  I  make  the  teaching  have  an  actual  bearing 
on  his  every  day  work.  The  students  are  rewarded  not  only  for  pro- 
ficiency in  drawing  but  for  regular  attendance,  and  actual  proficiency 
in  their  manual  work.  It  is  also  a  condition  of  employment  that  they 
should  be  regular  in  their  attendance  here. 

(Chairman  to  Mr  Mather.)  What  advantage  have  the  works  de- 
rived from  the  establishment  of  these  schools  ? 

An  incalculable  advantage.  We  have  to  send  out  abroad  yearly 
one,  two  or  more  thoroughly  competent  men,  who  shall  not  be  simply 
mechanics  in  the  ordinary  sense  of  the  word,  but  who  shall  be  able  to 
turn  their  attention  to  any  kind  of  mechanical  work  coming  within 
their  duties,  whether  they  have  done  the  work  before  or  not.  We  had 
the  greatest  difficulty  in  finding  such  men,  until  we  began  to  take 
them  from  this  school,  and  since  the  school  has  been  established  we 
have  been  able  to  send  boys  at  20  to  21  to  long  distances  from  Eng- 
land, and  to  place  in  their  hands  work  which  they  have  not  had  much 
to  do  with  before,  and  by  their  own  intelligence  they  have  made  com- 
petent teachers  of  others,  and  given  the  greatest  satisfaction.  We 
have  had  cases  of  students  not  yet  of  age  holding  positions  with  wages 
at  £4  ($20)  per  week. 

Do  you  apprentice  your  young  boys  ? 

We  do  not  legally  apprentice  them.  We  have  only  their  promise. 
They  are  earning  wages  all  the  time. 

Do  you  find  that  they  become  good  workmen  at  an  earlier  age  be- 
cause of  their  training  in  the  school  ? 

Undoubtedly.  Little  as  I  come  into  contact  with  the  various  indi- 
viduals in  the  works,  I  have  seen  during  the  last  few  years  a  vast 
improvement  in  all  the  work  these  young  fellows  do,  and  more  re- 


INDUSTRIAL  EDUCATION  COMMISSION  519 

sponsible  work  can  be  given  them.     Lads  at  17  and  18  have  work 
which  before  we  would  not  have  given  to  men  under  25. 

(Mr.  Woodall.)     Is  this  resented  by  the  other  mechanics? 

Not  in  the  least. 

Do  you  employ  a  large  number  of  men  who  are  members  of  the 
Amalgamated  Society  of  Engineers  ? 

They  are  almost  entirely  so. 

And  they  show  no  jealousy  in  any  way  of  the  systems  you  adopt, 
either  of  tuition  or  of  giving  early  employment  to  boys  when  they  are 
fit  for  putting  on  good  jobs  ? 

On  the  contrary,  they  seem  to  like  it,  and  are  pleased  at  the  lads' 
progress. 

Can  you  say  the  same  with  respect  to  the  trades  generally  that  are 
employed  in  your  works  ? 

Yes. 

(To  Mr.  Jones.)  Do  you  find  that  the  foremen  have  any  jealousy 
of  you  as  a  teacher  ? 

There  is  no  jealousy  whatever.  They  are  always  ready  to  give  me 
assistance  as  a  teacher. 

(Professor  Roscoe  to  Mr.  Mather.)  Are  you  aware  of  any  other 
works  in  the  neighborhood  of  Manchester,  or  even  in  Lancashire, 
where  this  teaching  method  is  adopted  ? 

I  do  not  know  of  any. 

The  Commissioners  were  then  conducted  over  the  works  by  Mr. 
Mather,  and  the  chairman  obtained  the  following  statement  from  Mr. 
Thorp,  general  manager. 

( Chairman.)  What  is  the  effect  upon  your  workshop  of  the  training 
which  your  boys  receive  in  the  school  ? 

(Mr.  Thorp.)  Instead  of  requiring  draughtsmen  to  look  after 
every  separate  job,  the  young  fellows  who  are  growing  up  now,  can 
make  their  own  drawings,  make  their  own  patterns,  and  fit  them 
together  and  erect  them,  where  it  used  to  require  a  separate  man  for 
each  department.  The  men  are  most  intelligent,  and  understand  and 
can  execute  their  work  much  better  at  a  much  earlier  age.  We  form 
thus  our  own  foremen  from  the  boys  who  have  been  in  the  school. 
We  do  not  find  any  dissatisfaction  or  awkwardness  with  the  trade 
union. 

********* 

We  shall  be  glad  to  hear  any  evidence  you  have  to  give  on  the 
subject? 

May  I  first  mention  the  branches  of  trade  with  regard  to  which 
1  desire  to  speak  ?  I  am  thinking  especially  of  designers  for  pot- 
tery, for  woven  and  for  printed  textile  fabrics,  and  for  what  is 
known  as  art  metal  work.  In  all  these  businesses  recourse  is  con- 
stantly had  by  designers  to  organic  form.  We  find  both  in  ancient 
work  and  in  work  of  our  own  day,  that  designs  consist  mainly  of  re- 


520  REPORT  OF  THE 

productions  and  of  combinations  of  the  lines  of  organic  form,  especi- 
ally of  plant  form,  but  often  also  of  animal  form.  Now,  the  people 
of  our  large  towns  who  form  the  majority  of  our  population  are  evi- 
dently living  under  great  disadvantage,  as  they  have  no  beautiful 
organic  forms  before  them,  in  their  early  years  when  taste  is  formed, 
when  intellectual  habits  are  created  also,  they  very  rarely  see  any  of 
those  beautiful  forms  which,  throughout  all  ages,  have  been  repro- 
duced in  design.  Of  course  we  know  that  not  simply  the  familiarity 
with  organic  forms  which  the  eye  gains  by  resting  on  them  is  needed 
for  training  the  taste  and  giving  the  knowledge  which  can  afterwards 
be  used  for  making  designs,  but  that  the  eye  must  also  be  made  per- 
ceptive of  beauty  of  form.  The  Art  Museum,  on  behalf  of  whose 
committee  I  have  asked  to  be  allowed  to  give  evidence,  sees  the  im- 
mense difficulties  our  people  labor  under,  and  it  is  trying  to  meet 
them  in  this  way :  it  proposes  to  lend  to  every  primary  school  in 
Manchester  and  Salford,  and  to  every  Sunday  school,  collections  on 
loan  of  the  best  representations  which  can  be  got  of  those  natural 
objects  which  the  people  of  towns  have  opportunities  of  seeing  on 
their  occasional  visits  to  the  country,  and,  if  they  choose,  to  cultivate 
plants  which  they  have  before  them  in  their  own  houses.  The  com- 
mittee do  this,  because  they  are  convinced  that  observation  of  art 
and  observation  of  nature  are  constantly  interactive;  that  if  you 
train  a  child  to  look  with  attention  and  with  pleasure  on  the  repre- 
sentation of  any  flower,  when  it  sees  that  flower  it  will  look  at  it  with 
far  more  pleasure  and  closer  attention  than  it  wou  Id  have  done  if 
its  attention  had  never  been  brought  to  the  representation  of  the 
flower ;  and,  after  seeing  with  interest  any  natural  object,  it  will  look 
with  increased  attention  at  the  picture  when  it  is  again  asked  to  attend 
to  that.  The  committee  is  forming  collections  of  representations  not 
only  of  flowers  and  the  foliage  of  flowering  plants  and  trees,  and  of 
the  different  grasses,  but  also  of  the  animals,  birds  and  insects  which 
are  to  be  found  in  this  country.  They  give  special  attention  to  the 
commoner  plants  and  the  commoner  animals,  because  these  are,  of 
course,  the  kinds  the  children  have  the  most  frequent  opportunities  of 
seeing.  They  have  found  the  greatest  difficulty  in  meeting  with 
representations  at  once  accurate  and  beautiful,  and  they  believe  it  is 
very  desirable  that,  under  Government  supervision  and  with  Govern- 
ment aid,  collections  of  drawings  of  the  kind  I  refer  to  should  be 
formed  and  offered,  either  at  cost  price  or  less  than  cost  price,  to  the 
promoters  of  art  museums  and  picture  galleries  throughout  the  coun- 
try, and,  independently  of  these,  to  the  managers  of  schools. 


INDUSTRIAL  EDUCATION  COMMISSION.  521 

Manual  Instruction  in  the  Manchester  Board  Schools. 

The  board  have  arranged  to  give  instruction  in  the  use  of  tools  in 
two  schools. 

Lancasterian  Board  School. 
Sharp  Street  Board  School. 

For  this  purpose  tools,  etc.,  have  been  purchased  to  the  following 
amounts : 

£.      s.  d. 

Benches, 22      0  0 

Set  of  tools, 22    16  4 

Lathes,   . 24      0  0 

68     16      4    (about  $340). 

Two  boys  work  at  each  bench.  The  boys  in  standard  IV  and  up- 
wards work  1-J  hours  each  per  week.  A  lesson  on  timber  and  tools  is 
given  once  a  week  to  the  boys,  who  work  collectively.  The  cost  of 
timber  for  the  past  three  months  has  been  about  £2  ($10). 

A  joiner  in  the  employ  of  the  Board  superintends  the  boys  at 
work,  and  a  special  teacher  gives  the  lesson. 

The  work  takes  place  at  the  latter  part  of  each  day,  and  takes  a 
portion  of  the  ordinary  school  time. 

The  boys  like  the  work  very  much,  and  the  parents  appear  to  be 
interested.  Cases  have  occurred  in  which  boys  have  brought  special 
wood  to  make  special  things  for  home. 

The  Board  have  also  sent  £140  ($700)  to  Paris  for  the  special  pur- 
chase of  models  for  the  machine  construction  classes,  and  accepted  a 
special  tender  for  models  to  be  made  for  the  classes  in  building  con- 
struction last  winter. 

It  is  proposed  in  September  next  to  commence  all  the  Art  classes 
conducted  by  the  Board,  and  those  in  machine  construction,  on  the 
plan  of  those  in  Paris. 

A  new  Art  room  is  in  process  of  erection  at  the  Deansgate  school, 
and  this  will,  /  believe,  be  fitted  up  on  the  model  of  the  Parisian  art 
schools. 

The  School  Board,  at  the  Science  and  Art  examinations  now  being 
conducted,  have  applied  for  3,073  papers  in  Art  and  Science  for  the 
use  of  the  pupils  of  their  various  classes  in  the  town.  I  may  also  add, 
that  in  the  estimates  of  the  expenditure  for  the  year  1883-1884,  an 
amount  was  specially  put  down  for  manual  instruction. 

In  practical  chemistry  the  Board  have  271  pupils  sitting  in  May. 

South  Corporation  Industrial  Schools. 

The  Commissioners  visited  these  schools  in  the  course  of  the  after- 
noon. These  schools  have  been  established  under  Lord  Sandon's 


522  REPORT  OF  THE 

Education  Act.  with  the  object  of  providing  a  suitable  education  and 
training  for  the  very  lowest  class  of  children,  whom  it  is  found  im- 
possible to  make  attend  the  ordinary  Board  school.  The  children  are 
admitted  from  6  o'clock  in  the  morning  and  are  kept  till  6  o'clock  in 
the  evening.  They  are  subjected  to  a  good  course  of  elementary 
education,  but  a  portion  of  their  time  is  utilized  in  the  teaching  of 
some  useful  occupation,,  and  they  are  fed  plainly,  but  well,  during 
their  attendance  in  school.  There  are  200  children  in  daily  attend- 
ance, about  equally  divided  as  to  sex.  In  cases  where  parents  have 
means,  they  are  required  to  pay  for  the  food  and  education  of  their 
children.  The  food  costs  about  Is.  Qd.  (about  37  cents)  per  week  per 
child,  and  each  child  receives  three  meals  per  day.  Many  of  the 
children  have  neither  shoes  nor  stockings,  and  a  large  proportion  are 
in  rags.  It  would  be  difficult  to  find  a  similar  number  of  children, 
seemingly  more  depraved  or  destitute.  The  children  are  examined 
each  morning  when  they  come  to  the  school.  There  are  warm  and 
cold  baths  on  the  premises  in  which  they  are  subjected  to  a  cleansing 
process,  when  necessary,  and  their  clothes  frequently  requires  to  be 
disinfected. 

There  are  two  skilled  workmen  who  superintend  the  industrial 
operations,  such  as  the  making  of  door  mats,  etc.,  and  who  also  seek 
up  the  children  when  absent.  Under  the  discipline  of  the  excellent 
matron  and  her  staff,  the  children  make  marvelous  progress  in  their 
school  work,  and  in  general  civilization.  They  like  the  school  as  is 
testified  by  the  fact  that  95  per  cent  of  those  on  the  register  are  in. 
average  attendance. 

Owens  College  (Victoria  University). 
********* 

I  will  only  state  here  that  two  clear  principles  have  been  kept  in 
view  by  us  all  along — (1)  that  a  sound  knowledge  of  principles  ought 
to  precede  this  practical  application ;  and  (2)  that  in  teaching  the  ap- 
plications we  shall  not  aim  at  superseding  that  practical  training 
which  can  only  be  gained  in  the  manufactory  or  the  workshop.  We 
do  not  see  any  reason  to  doubt  the  soundness  of  these  principles,  and, 
so  far  as  our  experience  goes,  no  difficulty  need  be  found  in  drawing 
the  line  between  those' applications  which  may,  and  those  which  may 
not,  be  with  advantage  introduced  into  our  instruction, 

On  the  one  hand  we  believe  that,  so  far  as  the  absence  of  endow- 
ments for  this  special  object  has  allowed,  we  have  been  able  to  con- 
tribute important  services  to  our  district  by  way  of  sending  out  a 
number  of  well  instructed  young  chemists  and  engineers,  and  on  the 
other  hand  that  we  have  not  suffered  from  the  danger,  which  was  not 
unreasonably  anticipated  by  many,  that  the  strictly  scientific  charac- 
ter of  our  teaching  in  these  branches  might  be  sacrificed  to  the  needs, 
or  fancied  needs,  of  students  that  came  to  us  to  study  Science  with  an 


INDUSTRIAL  EDUCATION  COMMISSION.  523 

eye  mainly  to  its  application.  To  illustrate  my  meaning  I  will  ven- 
ture to  say  that  no  chemical  laboratory  in  the  kingdom  has  sent  out 
a  larger  number  than  ours  has  sent  of  young  chemists,  qualified  to 
take  important  parts  in  factories  and  chemical  works,  and  yet  it 
will,  I  think,  be  admitted  that  our  laboratory  has  also  not  been  unsuc- 
cessful in  the  contributions  it  has  made  to  the  progress  of  chemistry 
as  a  pure  science — contributions,  too,  not  by  the  professor  and  lec- 
turers only,  but  by  not  a  few  of  its  students  of  chemistry  who  are 
under  training. 


524  REPORT  OF  THE 


IV.     RUSSIA. 

EXTRACTS  FROM  NOTES  ON  TECHNICAL  EDUCATION,  IN  1884, 

By  WILLIAM  MATHER. 

V 

[From  the  Report  of  the  Royal  Commissioners,  Vol.  III.] 

Russia  differs  from  all  other  European  countries  in  not  possessing 
some  national  system  of  elementary  education.  This  may  be  ac- 
counted for  by  the  institution  of  serfdom,  which,  up  to  1860,  excluded 
what  we  should  call  the  "  working  classes  "  from  all  rights  beyond 
those  accorded  to  them  at  the  pleasures  of  their  owners.  Education 
in  the  most  elementary  form  may,  here  and  there,  have  been  given 
in  the  villages  by  the  priests  if  the  proprietors  permitted  or  encour- 
aged it.  In  the  towns  no  provision  whatever  was  made  by  the  au- 
thorities for  the  education  of  the  laboring  classes  previous  to  the 
emancipation. 

On  the  other  hand,  the  Government  has  for  many  years  paid  con- 
siderable attention  to  the  formation  of  educational  institutions  for  the 
families  of  military  and  civil  officials,  the  professional  classes,  and  all 
grades  of  the  nobility.  To  such  institutions  the  sons  of  merchants 
have  also  been  admitted,  but  the  latter  have  had  to  depend  chiefly  on 
private  tutors,  and  largely  upon  the  advantages  offered  in  other  coun- 
tries, or  in  Finland,  the  Baltic  provinces,  and  Poland,  which  are 
politically  parts  of  Russia,  but  retain  to  some  extent  their  own  social 
institutions,  and  have  long  possessed  greater  facilities  for  general 
education,  in  proportion  to  the  population,  than  those  existing  in 
Russia  proper. 

In  such  towns  as  St.  Petersburg,  Moscow,  Tver,  Tula,  Kharkof,  Kief, 
Kazan,  Saratof  and  Odessa,  Colleges  (Real-schulen)  and  Gymnasia  have 
long  existed,  and  in  some  of  them  also  Universities.  There  are  not  more 
than  20  towns  in  Russia  proper  having  over  50,000  inhabitants,  and 
not  more  than  150  having  over  10,000.  The  urban  population  is  ex- 
tremely small  compared  with  the  whole  number  of  inhabitants.  Exact 
statistics  are  not  easily  obtained,  but  it  is  within  the  mark  to  state 
that  not  more  than  10.000,000  out  of  a  total  population  of  about  80,- 
000,000  dwell  in  what  we  should  designate  u  towns,"  using  this  term 
in  its  narrowest  sense. 

The  rest  of  the  population  is  spread  over  a  vast  territory,  in  small 
communities,  pursuing  rural  occupations  under  conditions  of  agricul- 
ture and  the  holding  of  land,  since  the  emancipation,  which  will 
yield  enough,  with  something  to  spare  in  the  most  fertile  districts,  to 
those  peasants  who  are  frugal  and  thrifty.  Notwithstanding  that  all 


INDUSTRIAL  EDUCATION  COMMISSION.  525 

the  serfs  received  a  grant  of  land  with  their  freedom  about  22  years 
ago,  the  inferior  quality,  or  the  want  of  means  to  improve  it,  has 
made  it  impossible,  in  a  great  number  of  cases,  for  the  peasants  to 
wholly  maintain  their  families  in  their  own  communes  or  villages. 
Hence  there  is  a  great  deal  of  migration,  the  heads  of  families  move 
in  search  of  employment  to  long  distances,  leaving  children  to  the 
care,  or  neglect,  of  their  relations.  The  parents  will  even  separate  one 
from  the  other,  and  live  hundreds  of  miles  apart  from  Easter  to  Easter 
when  all  work  ceases  for  one  week  to  a  month,  among  handicraftsmen 
and  in  all  kinds  of  manufactories,  and  family  reunions  take  place 
amid  the  religious  festivals  of  the  Russian  Church. 

These  migratory  habits  are  on  the  increase  since  the  extension  of 
the  railway  system. 

The  only  education  at  present  available  in  the  villages  is  a  certain 
amount  of  instruction  which  it  is  the  duty  of  the  village  priest 
to  impart,  but  over  which  there  is  no  control.  There  is  no  village 
where  a  priest  is  not  stationed  or  a  church  does  not  exist.  Sometimes 
a  group  of  little  hamlets  a  mile  or  two  apart  will  have  a  church  and 
one  school  in  common.  The  priests  are  generally  men  of  very  meagre 
education,  with  large  families,  and  a  small  quantity  of  land  which 
they  have  to  till,  often  with  their  own  hands,  to  secure  a  livelihood 

It  will  readily  be  seen  that  such  conditions  are  not  favorable  to  educa- 
tion, even  in  the  narrowest  sense  of  the  word.  Some  children  ac- 
quire reading  and  writing  imperfectly  if  they  'are  naturally  bright, 
but  as  there  is  no  systematic  superintendence  of  public  instruction, 
on  the  part  of  any  authorities,  the  masses  of  the  people  are  still 
growing  up  in  ignorance,  and  the  vice  of  intemperance  is  one  of  the 
most  painful  results  of  it. 

There  are,  however,  some  indications  of  improvement,  which  I  must 
mention. 

The  reforms  following  upon  the  emancipation  of  the  serfs  included 
a  system  of  communal  government  in  the  villages,  the  establishing  of 
county  boards  of  jurisdiction  in  the  rural  districts,  and  the  extension 
of  municipal  institions  in  the  towns.  *  *  *  * 

Whenever  in  a  certain  locality  the  people  themselves  have  taken 
an  interest  in  these  new  institutions,  and  worked  them  well,  a  marked 
change  has  been  made  in  the  educational  facilities  of  the  place.  1 
have  been  the  guest  of  the  mayor  of  a  small  town  in  the  interior  of 
Russia,  who,  at  the  time  of  my  visit,  was  deeply  engaged  in  the  build- 
ing of  what  promised  to  be  a  remarkably  good  school.  It  was  the 
work  of  the  municipality,  with  some  assistance  from  the  county 
board,  and  was  intended  to  be  a  high  school  with  a  small  manual 
training  department  attached.  There  is  no  reason  why  all  towns 
should  not  have  done  likewise,  and  some  may  have  done  so.  I  have 
personal  experience  of  the  influence  which  a  few  enlightened  men 
can  now  exercise  when  they  take  the  trouble  to  avail  themselves  of 


526  REPORT  OF  THE 

the  representative  institutions  which  give  the  power  to  administer 
local  affairs.  The  apathy,  however,  manifested  by  the  public  gener- 
ally in  making  the  utmost  use  of  the  powers  granted  by  the  Govern- 
ment is  not  encouraging.  The  sense  of  personal  responsibility  is 
doubtless  of  slow  growth  in  a  country  subject  to  autocratic  rule  for. 
centuries,  even  when  local  self-government  is  permitted.  Hence  the 
question  of  public  instruction  has  not  yet  become  a  matter  of  suffi- 
cient interest  to  move  the  municipal  bodies  to  establish  common 
schools  in  any  considerable  number  in  the  towns.  The  mother  city  of 
Russia,  Moscow,  is  lamentably  short  of  such  schools,  though  there  is 
a  great  wealth  in  the  community,  and  an  enormous  trade  is  carried 
on  in  this  central  market  of  the  Empire. 

Of  what  we  should  call  "  school  age,"  say  from  5  to  13,  there  must 
be  about  100,000  children  in  Moscow  requiring  a  common  school  edu- 
cation. I  could  only  obtain  a  record  of  55  such  schools  altogether, 
provided  by  the  municipality,  giving  accommodation  for  about  7,000 
scholars.*  Two-thirds  of  these  are  from  the  very  poor  classes.  These 
schools  are  small  and  all  overcrowded.  The  course  of  instruction 
comprises  religion  (as  taught  by  the  Orthodox  church),  reading,  writ- 
ing, arithmetic,  grammar,  history  and  geography.  These  schools  are 
for  both  sexes.  The  girls  preponderate,  but  they  leave  earlier  than 
the  boys,  generally  when  they  have  some  knowledge  of  reading  and 
writing ;  the  boys  remain  longer  as  a  rule,  with  the  hope  of  obtaining 
some  reduction  in  the  time  of  compulsory  military  service  if  they 
can  pass  certain  examinations. 

Apart  from  these  schools,  the  only  opportunity  for  the  poorest 
classes  is  in  a  few  charity  schools,  or,  when  they  go  to  work,  in  some 
of  the  manufactories  in  and  around  Moscow,  in  connection  with  which 
there  are  (with  few  exceptions)  good  elementary  schools,  f  This  pro- 
vision is  entirely  voluntary,  and  the  time  allowed  for  the  children  to 
attend  school  during  working  hours  will  vary  according  to  the  benevol- 
ence of  the  mill  owners  and  manufacturers.  It  is  the  custom  to  work 
all  textile  manufactories  throughout  Russia,  excepting  in  the  district 
of  St.  Petersburg,  night  and  day,  with  two  sets  of  workpeople  in  re- 
lays, working  six  hours  each.  During  the  day  leisure  (from  6  o'clock 
A.  M.  to  12  o'clock)  the  children  attend  school  and  get  such  recreation 
as  they  may  care  to  take.  In  the  evening  leisure  (from  6  p.  M.  to 
midnight)  they  sleep.  It  is  a  hard  life,  and  not  conducive  to  their 
studying  even  the  simple  lessons  put  before  them. 

There  has  been  hitherto  no  law  in  operation  in  Russia  to  prevent 
the  employment  of  children  of  tender  years.  I  have  seen,  not  un- 
frequently,  children  of  not  more  than  seven  or  eight  years  of  age 
working  equal  hours  with  adults.  Happily  a  law  has  at  length  been 

*About  24  new  schools  are  to  be  erected  shortly  by  the  municipality. 

tin  some  manufactories  there  are  workshops,  or  manual  training  schools,  and  schools  of  de- 
sign. The  names  of  Messieurs  T.  S.  Morozoff,  A.  Baranhoff,  Malutin  and  Prohoroff  are  worthy  of 
special  notice  in  connection  with  this  useful  work. 


INDUSTRIAL  EDUCATION  COMMISSION.  527 

passed  to  alter  this  state  of  things,  and  during  the  course  of  this  year 
it  will  come  into  operation.  It  enacts  that  no  children  shall  be  em- 
ployed under  10  years  of  age,  and  when  10,  only  for  a  limited  num- 
ber of  hours  per  day,  until  they  reach  the  age  of  14.  *  * 

The  number  of  work  people  engaged  in  the  textile  industries  is  a 
very  small  proportion  of  the  entire  population.  There  are  probably 
about  400  establishments,  comprising  cotton,  linen,  and  woolen  mills, 
and  bleaching,  dyeing,  and  print  works,  etc.  The  number  of  people 
employed  will  vary  from  50  to  10,000.  There  are  many  manufactories 
giving  employment  to  over  5,000  people,  and  one  or  two  employ  up- 
wards of  10,000  people.  The  aggregate  number  of  workpeople  en- 
gaged in  such  industries  must  be  under  400,000,  of  whom  a  considera- 
ble proportion  are  children.  ***** 

Taking  the  country  as  a  whole,  the  mechanical  arts  and  industrial 
pursuits,  as  distinct  from  agricultural  occupations,  are  comparatively 
insignificant,  and  the  resources  of  the  country  hitherto  developed  do 
not  offer  great  facilities  for  such  occupations.  There  has,  however, 
been  a  good  deal  of  ambition  shown  on  the  part  of  the  Government, 
to  encourage  by  artificial  means,  mechanical  and  manufacturing  skill. 
The  two  great  Imperial  Technical  Schools  of  Moscow  and  St.  Peters- 
burg have  long  been  classed  among  the  finest  in  Europe  in  point  of 
equipment  and  in  possessing  ample  means.  *  * 

(a)  The  Imperial  Technical  School  of  Moscow. 

The  object  of  this  school  is  to  train  civil  engineers,  mechanical 
engineers,  draughtsmen  and  foremen,  and  chemists.  The  complete 
course  of  studies  is  a  combination  of  theory  and  practice.  The 
theoretical  studies  are  carried  on  in  large  class-rooms  amply  supplied 
with  all  necessary  apparatus  for  illustration.  The  practical  lessons 
are  given  by  means  of  manual  work  in  workshop  classes,  specially 
arranged  for  exercise  in  the  use  of  hand-tools,  followed  by  the  con- 
struction of  simple  machines,  or  parts  of  machines,  in  the  workshop 
proper,  comprising  foundry,  smithy,  machine-tool  and  fitting  depart- 
ment, and  joiners'  shop.  The  products  of  the  workshop  are  sold  or 
put  into  the  museum.  There  is  a  loss  of  some  hundreds  of  pounds  a 
year  on  the  sales. 

The  foundry  is  probably  the  only  department  which  pays  its  ex- 
penses, and  here  25  regular  workmen  are  employed  to  instruct  students 
and  make  castings.  About  eight  tons  of  metal  a  week  can  be  turned 
out  in  castings.  In  all  departments  a  few  regular  workmen  are  con- 
stantly employed. 

The  students  enter  at  18  to  20  years  of  age,  having  first  to  pass  an 
examination  or  furnish  certificates  of  qualification  from  other  schools. 
The  complete  course  of  studies  occupies  six  years;  it  extends  to  seven 
years  for  those  who  have  not  been  duly  qualified  before  applying  for 


528  REPOKT  OF  THE 

admission,  and  who  avail  themselves  of  a  preparatory  course  of  one 
year.  For  the  first  three  years  all  regular  students  pass  through  the 
same  studies,  after  which  a  separation  is  made  between  the  students 
of  engineering  and  of  chemistry,  forming  two  divisions  of  the  school. 

The  practical  work  in  the  shops  includes  the  use  of  hand-tools, 
working  in  wood,  making  patterns,  turning  of  metals  in  foot  lathes, 
in  which  exercise  students  must  pass  an  examination  before  they  can 
enter  the  workshop  proper,  and  take  part  in  the  construction  of  ma- 
chines. It  is  generally  the  fourth  year  before  students  reach  this 
stage.  ******** 

The  students  work  in  the  shops  and  laboratories  not  less  than  12 
hours  a  week.  The  smithy  and  foundry  are  not  entered  by  students 
until  the  last  year  of  the  course,  during  which  100  hours  are  devoted 
to  these  departments.  There  is  a  special  course  for  students  who,  for 
want  of  the  natural  ability  to  pursue  theoretical  studies,  cannot  get 
beyond  the  examinations  of  the  third  or  fourth  year,  but  who  may 
nevertheless  possess  the  practical  and  constructive  faculty.  The  work 
given  to  the  special  class  is  all  of  the  most  practical  character ;  such 
as  the  making  of  working  drawings  and  full- sized  drawings  of  parts 
of  machines,  making  experiments  on  materials,  working  longer  hours 
in  the  shops,  and  generally  devoting  their  time  to  the  application 
to  practical  construction  of  the  knowledge  they  have  gained  in  the 
more  elementary  branches  of  science.  *  *  *  * 

In  the  workshops  about  280  students  are  at  work  for  some  portion 
of  each  day.  The  time  is  divided  between  machine-tools  and  hand- 
tools.  The  manufactured  articles  consist  of  simple  pumps,  water  and 
steam  valves,  boiler  fittings,  screw  presses,  etc.  * 

The  school  accommodates  about  600  students,  one-half  are  boarders, 
of  whom  about  200  pay  the  full  fee  of  £45  a  year  (present  exchange), 
the  remainder  are  day  students  paying  £15  a  year. 

The  endowment  of  the  school,  chiefly  from  the  imperial  family,  is 
large,  amounting  to  about  £400,000. 

The  income  is  about  £34,000  a  year  and  exceeds  the  expenditure. 
A  large  staff  of  professors,  teachers  and  instructors — all  Russian  sub- 
jects— conduct  the  studies.  The  premises  occupy  several  acres  of 
land,  and  the  position  renders  the  school  easily  accessible  from  all 
parts  of  the  city. 

This  institution  has  deservedly  attracted  a  great  deal  of  attention 
throughout  Europe  and  in  America,  owing  to  the  importance  of  its 
aims  and  purposes,  the  ample  means  it  has  always  enjoyed  to  carry 
them  out,  and  the  length  of  time  it  has  existed.  The  results,  how- 
ever, cannot  be  considered  satisfactory  from  a  practical  point  of  view. 
The  school  has  had  no  strongly  marked  effects  upon  the  development 
of  civil  or  mechanical  engineering  or  of  manufacturing  industry  in 
the  last  25  years,  during  which  Russia  has  extended  her  railway  sys- 
tem enormously  and  has  established  what  manufacturing  industries 


INDUSTRIAL  EDUCATION  COMMISSION.  529 

she  possesses.  The  presence  of  foreigners  in  almost  all  the  important 
positions  on  railways,  in  workshops,  in  mills  and  print  works,  etc., 
some  of  whom  have  had  but  littla  theoretical  scientific  training, 
proves  that  even  with  the  laudable  patriotic  desire  to  employ  native 

talent  in  responsible  positions  ii  has  not  been  found  profitable  to  do  so. 
********* 

There  appear  to  be  two  fundamental  mistakes  in  the  management 
of  this  institution. 

First,  the  full  course  extends  over  too  long  a  period,  and  the  studies 
are  of  too  theoretical  a  character. 

Second,  The  students  enter  at  too  advanced  an  age  and  leave  only 
when  they  are  fully  developed  men  of  2o  years  old,  under  the  urgent 
necessity  of  making  a  living  anyhow;  and  by  age  and  circumstances 
unable  to  take  employment  as  improvers  in  industrial  establish- 
ments before  recommending  themselves  as  competent  engineeis  for 
any  class  of  work.  The  result  of  this  is  that  they  often  bring  dis- 
credit on  their  training.  *  *  *  *  * 

The  Government  has  done  its  utmost  to  encourage  the  young  men 
from  this  institution,  by  showing  greater  preference  for  them  than  for 
foreigners,  when  it  Is  at  all  possible  to  use  their  services.  This  year 
an  instruction  has  gone  round  to  all  the  Government  workshops,  on 
railways  and  elsewhere,  that  not  a  single  manager  or  foreman  must 
be  employed  who  is  not,  or  will  not  become,  a  Russian  subject. 


(b)  The  Technological  Institute. 

This  institution  occupies  a  central  position  in  the  city.  The  build- 
ings cover  an  area  of  about  10,000  square  yards,  and  are  three  stories 
high.  In  addition  there  are  large  open  spaces  and  detached  work- 
shops. 700  students  are  in  daily  attendance.  The  class-rooms  are 
large,  each  giving  accommodation  for  100  students,  the  workshops  are 
very  extensive,  and  the  museum,  model  room,  chemical  and  phybical 
laboratories,  are  most  complete.  There  are  technical  laboratories  for 
the  bleaching,  dyeing  and  printing  of  textile  fabrics,  for  papermak- 
ing,  and  sugarmaking.  They  are  all  supplied  with  small  woiking 
plant  for  the  use  of  the  students. 

The  schools  were  established  in  1828,  under  the  care  of  the  then 
Minister  of  Finance.  In  the  early  days  boys  were  entered  at  111,  and 
could  not  enter  after  15  years  of  age.  The  whole  course  was  for  dx 
years,  and  those  who  passed  successfully  were  exempt  from  military 
service.  In  1832  the  present  extensive  buildings  were  erected.  In 
1866,  a  society  was  formed  for  the  purpose  of  finding  situations  for 
successful  students.  In  1870,  another  society  was  formed  for  the 
pecuniary  assistance  of  the  students.  In  1875,  a  change  was  made  in 
the  rulej  of  the  institution,  requiring  boys  to  pass  an  examination 
34  ED.  COM. 


REPORT    OF    THE 

before  entrance,  which  altered  the  character  of  the  institution,  and 
raised  the  age  at  which  students  could  enter  up  to  18  years.  In  1875, 
there  were  900  students  in  attendance,  of  whom  300  were  free.  Dur- 
ing the  56  years  of  its  existence  the  school  has  undergone  many 
changes,  and  the  results  have  varied  as  the  management  was  more 
or  less  efficient.  At  the  present  time,  under  the  direction  of  Pro- 
fessor Iline,  it  enjoys  a  high  reputation  in  Russia,  and  every  place  is 
occupied.  Besides  the  president,  there  are  16  professors,  and  32 
teachers,  exclusive  of  the  instructors  in  the  workshops. 

One  half  the  students  only  pay  £5  a  year.  About  150  are  free. 
The  total  income  in  fees  from  students  is  only  £2,500  a  year.  The 
total  expenditure  is  £25,000.  The  students  are  admitted  without  re- 
gard to  nationality  or  religion,  but  are  required  to  pass  an  entrance 
examination,  or  to  bring  certificates  from  a  Real  school  or  Gymnasium. 
The  whole  course  extends  over  five  years,  and  is  divided  into  four 
classes,  the  fifth  year  being  devoted  entirely  to  workshop  practice. 
All  students  pass  through  the  same  subjects  for  the  first  three  years, 
when  a  selection  is  made  between  the  mechanical  course  and  the 
course  for  technical  chemistry ;  the  latter  course  forming  two  parts, 
the  so-called  u  Mechanical  and  chemical  divisions. "  If,  after  the 
second  year,  students 'are  found  to  be  mentally  unfitted  to  advance 
into  the  higher  classes,  they  are  dismissed  the  school,  or  they  may 
enter  the  workshops  as  apprentices  for  a  four  years'  training  as  work- 
men. There  are  at  present  30  apprentices  in  the  institution. 

There  is  accommodation  in  the  workshops  for  about  100  students- 
Only  a  few  articles  are  manufactured  in  the  shops  for  sale,  the  value 
of  which  is  not  more  than  £100  a  year. 

The  subjects  taught  in  the  First  Course  are  as  follows  : 

Mathematics,  geometry,  differential  calculus,  integral  calculus,  algebra,  plane  and 
solid  geometry,  physics,  the  expansion  of  solid  bodies  possessed  of  specific  gravity, 
pneumatics,  theoretical  mechanics,  statics,  mechanical  motions,  freehand  and  me- 
chanical drawing,  theory  of  shadows  and  perspective,  inorganic  chemistry. 

Second  Co  nrxe.— Physics,  laws  of  gases,  steam,  theory  of  heat,  theory  of  resistance 
in  bodies,  elasticity  and  tenacity,  tensile  and  breaking  strains,  tempering  test, 
ductility  of  plates,  determination  of  strength  of  various  substances,  defection  under 
given  strains,  inorganic  chemistry.  Minerals  and  and  their  tests;  details  of  ma- 
chines, bolts,  screws,  keys,  cones,  drums,  pulleys,  fly-wheels;  applied  mechanics, 
friction  and  adhesion.  Mechanical  powers,  pulleys,  levers,  endless  screws  and 
wedges.  Mechanical  appliances,  parallel  motion,  reciprocating  and  rotary  motions. 
Laws  of  hydrostatic  pressure,  turbines,  water-mills,  wind-mills,  steam  engines, 
locomotive  and  gas  engines,  injectors,  pumps,  presses,  valves,  governors.  The  art 
of  building,  and  materials  for  building.  Earthworks,  stone- work  (natural -and  con- 
crete), wood-work,  plaster,  cement,  paint  and  glass.  Architecture,  as  a  science  and 
as  an  art;  its  history  and  styles.  Parts  of  buildings,  foundations,  roofs,  fire-proof- 
ing, arches,  staircases  and  domes.  Land  surveying,  technical  and  architectural 
drawing.  Calculations,  theoretical  mechanics,  geology  and  mineralogy. 

During  the  first  and  second  course  about  10  hours  a  week  are  devoted  by  all 
students  to  drawing. 

Third  Course. — Mechanical  theory  of  heat,  construction  of  steam  engines,  details 
and  working  of  all  the  parts  of  land  and  marine  engines.  Technology  of  metals, 
cast  and  wrought-iron  and  steel.  Theory  and  construction  of  boilers,  fuel,  heating 


INDUSTRIAL  EDUCATION  COMMISSION.  531 

surface  and  fire-grate  areas.  Construction  of  chimneys,  generation  of  steam,  ex- 
plosions, hydrostatics.  Hydraulic  motors  and  hydraulic  lifts.  Theory  and  con- 
struction of  cranes.  Measurement  of  heat  and  steam,  saturated  steam,  superheated 
steam  and  condensation.  Mechanical  projection.  Analytical  chemistry,  organic 
chemistry,  chemical  technology  of  mineral  bodies.  Acids  and  alkalies.  Anatomy 
and  physiology  of  plants.  Technical  chemistry.  Laboratory  work.  Technology 
of  organic  bodies. 

Foi'rth  Course. — Technology  of  fibrous  substances.  Manufacture  of  cotton  and 
cotton  fabrics.  Grinding  corn.  Construction  of  wind-mills  (mechanical  and  chemi- 
cal divisions).  Theory  and  instruction  in  heating  and  ventilating  buildings  (me- 
chanical and  chemical  divisions).  Theory  and  construction  of  locomotives  (me- 
chanical division  only).  Theory  and  construction  of  machines  used  in  the  manu- 
facture of  iron.  Blowing  engines,  steam  hammers.  Rolling  mills,  shearing,  punch- 
ing and  riveting  machines.  Machine  tools.  Qualities  ot  cast  iron.  Different  modes 
of  melting  cast  iron.  Molding,  machine  construction,  designs  of  steam  boilers 
with  chimney,  steam  engines,  water  wheels  and  turbines.  Technology  of  organic 
bodies  (chemical  division  only).  Oils,  tallow,  tar,  soap,  bones  and  their  use.  Tech- 
nology of  nutritious  substances,  starch,  sugar  and  potatoes.  Preparation  of  sugar 
from  beef-root.  Technology  of  coloring  matters,  preparation  of  colors.  Machines 
used  for  bleaching,  dyeing  and  printing.  Technical  plans  of  manufactories. 

The  object  of  making  technical  plans  in  the  fourth  course  of  the  chemical  division 
is  to  acquaint  the  students  with  the  buildings  and  appliances  necessary  to  carry  out 
processes  in  which  chemistry  is  largely  required.  Each  student  has  to  work  out 
the  plans  in  detail  of  one  of  the  following  manufactures.  Manufacture  of  sulphuric 
acid,  glass,  soda-ash,  porcelain,  etc. 

Fifth  Course.—  This  is  devoted  to  the  preparation  of  plans,  full-sized  working 
drawings,  and  practical  work  in  the  machine  shops,  foundry,  smithy,  joiners'  shop 
and  in  the  practical  laboratories  for  dyeing,  bleaching  and  printing,  etc. 

The  students  of  the  mechanical  division  give  six  hours  a  week  to 
constructional  drawing  and  eight  hours  a  week  to  the  designing  and 
drawing  of  manufactories.  In  the  former  they  have  to  design  bridges, 
trusses,  and  study  the  computation  of  strains,  arches,  roofs,  columns, 
etc.  In  the  latter  they  are  required  to  prepare  plans  for  machine 
shops,  forges,  foundries,  sawmills  and  water  works.  In  the  workshops 
they  have  to  learn  the  use  of  tools,  filing,  turning,  planing,  screw- 
cutting,  molding,  smith- work  and  joiner}7.  At  the  end  of  the  fifth 
course  each  student  is  expected  to  construct  some  piece  of  mechanism. 
Sample  machine  tools  by  the  best  makers  in  Europe  are  placed  in  the 
mechanics'  shop  for  the  instruc'ion  of  the  stu  Jents.  Special  instruc- 
tion in  the  tending  of  steam  engines  and  boilers  is  given  in  the  last 
year  In  the  chemical  division  students  are  engaged  in  the  purifica- 
tion of  petroleum,  of  vegetable,  animal  and  mineral  oils;  gas  manu- 
facture from  coal,  wood  and  naphtha,  making  drawings  of  the  build- 
ings required  and  the  afferent  kinds  of  furnaces  and  appliances. 
They  have  to  make  researches  in  the  statistics  of  raw  material,  im- 
ports and  exports.  A  special  course  of  electricity  and  its  practical 
application  has  been  recently  established,  but  it  is  optional  with  the 
students  to  undertake  it- 
Looking  over  the  statistics  of  this  school,  it  would  appear  that  from 
70  to  100  students  graduate  after  the  full  five  years1  course  each  year. 
There  has  been  steadyvimprovement  in  the  preparation  of  the  students 
in  the  Real  schools  and  the  Gymnasia.  The  number  of  those  who 


532  REPORT  OF  THE 

have  left  of  their  own  accord,  or  who  were  sent  away  in  consequence 
of  being  unfit  to  pursue  the  studies  beyond  the  second  class,  is  from 
10  to  15  per  cent,  each  year.  About  two  thirds  of  the  students  ap- 
pear to  be  capable  of  being  transferred  to  the  higher  classes  from 
year  to  year. 

It  is  claimed  for  this  institution  that  a  large  proportion  of  the 
graduates  succeed  in  finding  good  positions  in  the  Government  ser- 
vice, the  railways,  and  in  some  of  the  large  manufactories  of  the 
country.  Mr.  Asaph  Baranoff,  of  Moscow,  who  has  had  special  op 
portunities  of  judging  of  the  results  produced  by  the  two  institutions 
of  Moscow  and  St.  Petersburg,  considers  that  the  training  of  the  St. 
Petersburg  school,  so  far  as  chemistry  is  concerned,  is  highly  efficient 
for  experimental  purposes.  I  met  a  considerable  number  of 
young  men,  who  were  formerly  students  of  the  St.  Petersburg  Tech 
nical  School,  in  several  of  the  large  turkey-red  dye-works  around 
Moscow,  yet  very  rarely  have  I  met  with  a  graduate  of  either  of  these 
schools  holding  a  responsible,  position  in  a  calico  printworks,  of  which 
there  are  upwards  of  50  in  the  country.  I  attribute  this  want  of 
practical  success  on  the  part  of  the  young  men  in  both  the  mechani- 
cal and  chemical  industries  to  the  fact  that  the  pursuit  of  theoretical 
science  is  over  strained,  and  beyond  the  requirements  of  the  country 
at  the  present  time.  The  singular  dependency  of  Russia  upon  the 
practical  knowledge  and  aptitude  of  foreigners  proves  that  there  is 
but  a  very  limited  field  for  the  use  of  these  theoretically  trained  men 
who  leave  the  technical  schools  at  25  years  of  age.  I  believe  the 
training  in  both  institutions  in  theoretical  science  to  be  sound  and 
thorough,  but  it  is  more  suited  to  a  country  highly  developed  in  ail 
its  resources  than  to  one  like  Russia,  almost  wholly  agricultural,  and 
with  manufacturing  industry  confined  to  the  simpler  applications  of 
the  mechanical  arts. 

(c)  The  Handicraft  and  Industrial  School. 

This  is  an  institution  possessing  a  very  fine  building,  recently  erected 
at  a  cost  of  about  £45,000.  The  school  was  promoted  by  some  of  the 
members  of  the  Imperial  family,  together  with  the  town  authorities 
and  private  individuals.  Its  object  is  to  educate  and  train  boys  of 
poor  parents  who  are  deserving  of  assistance  (and  for  orphans)  in  the 
mechanic  arts.  It  also  receives  a  number  of  boys  who  are  paid  for, 
either  by  their  parents  or  friends.  The  boys  enter  at  12  years  of  age 
and  remain  until  they  are  17.  They  receive  a  sound  elementary 
education  in  the  following  subjects :  Reading,  writing,  arithmetic, 
the  Russian  language,  history,  geography,  natural  history,  elementary 
chemistry,  mechanics,  and  physics,  technology  of  metals  and  wood, 
free  hand  drawing,  mechanical  projection,  singing  and  gymnastics. 
The  practical  work  consists  of  joinery,  bootmaking,  engraving,  paper- 


INDUSTRIAL  EDUCATION  COMMFSSION.  533 

hanging,  smiths'  work,  turning,  planing  and  shaping  of  metals,  and 
various  articles  in  ironmongery  are  manufactured.  They  sell  about 
£600  worth  in  value  of  such  articles  per  year.  There  are  300  boys  who 
are  lodged,  boarded  and  clothed  in  the  institution.  About  20  youths 
leave  each  year  who  have  no  difficulty  in  finding  immediately  occupa- 
tion in  workshops  where  they  receive  abour  12s.  per  week.  The 
course  of  instruction  extends  over  five  years  In  the  first  two  years 
they  spend  two  hours  in  the  workshops  and  tive  hours  in  the  classes; 
i/i  the  third  and  fourth  years  four  and  a  half  hours  in  the  workshops 
and  five  in  the  classes.  In  the  fifth  year  the  whole  day  is  spent  in 
the  workshops. 

The  Girls1  Department  of  the  same  institution  is  conducted  by  a 
head-mistress,  two  scripture  tteachers,  four  teachers,  two  instructors, 
one  science  teacher  and  nine  teachers  of  handicrafts.  In  the  girls' 
department  a  similar  elementary  education  is  given.  Girls  are  ad- 
mitted from  10  to  12  years  of  age  and  remain  until  they  are  17-  A 
considerable  number  of  girls  pay  for  their  education,  or  their  friends 
pay  for  them,  to  admit  them  into  this  institution;  the  amount  of  the 
fee  charged  is  £15  a  year  for  full  residence.  Semi-boarders  pay  £6 
a  3  ear  and  daily  scholars  £3  a  year.  Besides  receiving  an  ordinary 
elementary  education,  the  girls  are  taught  the  cutting  out  of  clothing, 
all  kinds  of  needlework,  dressmaking  and  millinery,  lacemaking, 
housekeeping  and  cooking.  The  girls  of  the  highest  class  take  in 
turn  the  management  of  the  household.  The  united  expenditure  of 
this  institution  last  year  was  £16,000,  including  some  new  apparatus 
and  tools.  The  total  assets  of  the  institution  amount  to  £78,000. 


RptORT    OF   THE 


V.    SWEDEN. 


[NOTE.— In  1883  the  Belgian  Minister  of  Public  Instruction  sent  Messrs.  Sluys  and 
Van  Kalken  to  Sweden  to  study  the  organization  of  manual  instruction  in  that 
country.  Upon  their  return,  Mr.  Sluys  presented  a  report  to  the  minister.  Shortly 
after,  the  Ministry  of  Public  Instruction  was  abolished  by  the  clerical  majority 
which  had  secured  possession  of  the  Parliament,  and  the  report  was  not  given  to  the 
public.  In  1885,  however,  Mr.  Sluys  himself  published  it  under  the  title:  "In_ 
struction  in  Manual  Work  in  Primary  Schools  for  Boys."  Of  this  report  the  Com- 
mission has  translated  or  condensed  the  following  very  considerable  portions,  partly 
because  the  observations  and  conclusions  of  Mr.  Sluys  are  entitled  to  great  weight, 
as  those  of  an  experienced  and  highly  successful  normal  school  principal,  and  partly 
because  Sweden,  better  than  any  other  country,  has  solved  the  difficult  problem  of 
combining  a  varied  manual  training  with  the  ordinary  work  of  the  ungraded  rural 
school.] 

In  many  countries  of  Europe,  in  the  United  States  and  in  Japan, 
the  movement,  which  gains  in  force  from  year  to  year,  is  manifesting; 
itself  in  favor  of  the  introduction  of  manual  training  into  the  primary 
schools  for  boys.  The  educational  press  and  the  political  press  is 
actively  occupied  with  this  question,  especially  in  Sweden,  Finland, 
Norway,  Germany,  Denmark,  Holland,  France,  Italy,  Switzerland, 
Austria,  Russia,  etc.,  and  Belgium  has  not  remained  foreign  to  the 
movement.  Special  journals  have  been  established  in  Germany  and 
in  Sweden  to  propagate  the  idea.  The  subject  has  left  the  domain  of 
theory,  and  in  a  certain  number  of  primary  schools  in  Sweden,  Fin- 
land, Germany  and  France  instruction  has  been  given  for  some  years 
in  manual  training. 

This  movement  deserves  to  be  attentively  studied.  In  tends,  in  fact, 
to  introduce  into  school  organization  a  new  element,  which  will  pro- 
foundly modify  the  existing  character  of  the  popular  school.  When 
we  seek  the  origin  of  the  efforts  made  in  this  direction,  we  find  a  very 
marked  divergence  of  view  among  the  promoters  of  the  idea. 

If  we  eliminate  details  of  minor  importance,  we  may  reduce  to  two 
general  systems  all  the  theoretical  and  practical  forms  which  the  ques- 
tion of  primary  instruction  in  manual  work  has  taken  :  The  economic 
system  and  the  pedagogic  system.  One  party  placing  itself  at  the 
purely  economic  point  of  view,  holds  that  the  primary  school  should 
aim  essentially  to  awaken  and  reveal  aptitudes ;  to  develop  them  and 
to  prepare  children  as  completely  as  possible  for  the  various  trades,  so 
as  to  assure  them  on  leaving  the  school,  or  soon  alter,  the  material 
means  of  existence.  They  believe  that  the  creative  forces  of  social 


INDUSTRIAL  EOT  CATION  COMMISSION.  535 

wealth  would  thus  be  largely  increased.  The  partisans  of  the  peda- 
gogic system  regard  manual  labor  as  a  means  of  education  adapted  to 
give  skill  to  the  hand  and  a  general  aptitude  for  the  diverse  circum- 
stances of  practical  life,  and  equally  adapted  to  excite  a  taste  for  labor 
and  to  exercise  vigorously  the  faculties  of  attention,  perception  and 
intuition. 

The  contrast  between  these  two  tendencies  is  complete.  For  the 
one,  the  aim  of  primary  instruction  is  direct  preparation  for  profes- 
sions or  trades  ;  for  the  other  it  is  more  elevated  and  more  general ; 
the  school  should  form  the  complete  man  ;  should  develop  systemati- 
cally and  harmoniously  all  the  faculties  of  the  child  without  attempt- 
ing to  prepare  him  for  a  given  occupation.  The  first  transforms  the 
cla&s  room  into  a  school  of  apprenticeship  and  annexes  the  school  t»> 
the  work-shop;  the  other  preserves  for  it  its  essentially  pedagogic 
character  by  organizing  manual  labor  in  it  according  to  the  general 
principles  which  control  all  primary  instruction. 

It  is  important  to  study  each  of  these  two  systems  by  referring  to 
what  has  been  done  in  Sweden,  where  they  have  reached  practical 
solutions. 

1.  The  Economic  System. 

The  principal  considerations  advanced  by  the  partisans  of  the 
economic  system  deserve  to  be  rapidly  set  forth. 

The  great  majority  of  children  in  all  civilized  countries  are  destined 
to  become  industrial  or  agricultural  workmen,  living  from  day  to  day 
upon  wages  painfully  earned.  The  sub  primary  and  the  primary 
school  take  possession  of  them  and  hold  them  under  their  discipline 
from  three  years  of  age  to  twelve  or  fourteen,  and  during  this  long 
period  give  them  an  instruction  which  is  in  direct  relation  to  the  oc- 
cupations which  they  are  to  engage  in.  As  a  whole,  this  instruction  is 
almost  the  same  as  that  given  to  the  sons  of  the  ~burgeois,  although  the 
latter  are,  in  general,  destined  to  a  wholly  different  kind  of  life.  They 
will  not  have  to  engage  in  manual  labor  to  secure  their  existence- 
They  will  become  lawyers,  physicians,  professors,  merchants,  manu- 
facturers, etc.  The  children  of  workmen  and  peasants  learn  to  read, 
to  write,  to  cipher;  they  are  taught  the  first  elements  of  history,  of 
geography,  of  the  natural  sciences,  drawing,  singing,  etc.,  but  they  are 
not  subjected  in  the  primary  school  to  a  course  of  training  adapted  to 
prepare  them  for  the  manual  occupations  which  they  will  have  to 
exercise  during  their  whole  life.  They  will  have  to  work  in  wood,  in 
stone,  in  metals,  by  means  of  various  tools,  and  their  hand  is  neve 
specially  exercised  with  this  aim, for  one  can  attach  no  importance,  in 
this  respect,  to  the  handling  of  pen  and  pencil  during  lessons  in  writ- 
ing and  drawing.  Gymnastics  itself  is  useless  in  this  .respect.  It 
strengthens  the  muscles,  increases  the  physical  energy  and  the  moral 
energy,  but  hardly  develops  at  all  the  technical  aptitude. 


536  REPORT  OF  THE 

During  all  the  school  period,  boys  who  are  destined  to  the  rude  life 
of  the  workman  acquire  sedentary  habits.  They  are  obliged  by  the 
theoretical  exercises  of  the  school  to  remain  sitting  before  a  desk  five 
or  six  hours  every  day.  This  position  enervates  their  bodies  and  is  little 
adapted  to  inspire  in  children  a  taste,  for  manual  exercises.  Hence, 
when  the  critical  moment  arrives  for  choosing  an  occupation,  this  son 
of  a  farmer  or  of  a  workingman  is  greatly  perplexed  He  feels  himself 
hardly  fitted  for  any  trude  whatever.  His  aptitudes  have  not  been 
awakened  by  the  course  of  training  to  which  he  has  been  subjected; 
often,  in  fact,  he  feels  an  unconquerable  aversion  to  all  manual  labor. 
The  condition  ol  his  father  does  not  greatly  attract  him.  He  has  seen 
only  its  hard  and  disagreeable  features.  The  father  himselt  does  not 
advise  him  too  strongly,  for  he  does  not  cease  to  repeat  that  if  he  were 
to  begin  life  over  again  he  would  not  choose  an  occupation  so  difficult, 
so  wearisome  and  so  p'.orly  paid.  Tn  general,  this  boy,  if  he  has 
profited  well  by  the  purely  theoretical  studies  of  the  school,  desires 
to  engage  in  a  career  in  keeping  with  the  life  which  he  has  spent  up 
to  this  time.  He  desires  to  enter  the  normal  school  or  the  seminary, 
or  perhaps  he  dreams  of  spending  his  life  in  an  office.  These  seden- 
tary employments  fall  in  with  the  habits  acquired  at  school  better 
than  any  trade  whatever.  The  parents,  proud  of  the  succc-ss  of  their 
son, hope  to  see  him  acquire  a  brilliant  position — thanks  to  his  talents, 
which  they  imagine  to  be  altogether  exceptional  because  they  are  in- 
capable of  appreciating  them.  They  decide  to  make  every  sacrifice 
in  order  that  their  son  may  acquire  the  knowledge  necessary  to  attain 
the  position  so  much  envied.  Agriculture  and  manual  work  are  thus 
continually  deserted  by  the  most  intelligent  sons  of  workmen  and 
peasants.  Most  of  them  find  the  employments  filled,  and  swell  the 
crowded  ranks  of  the  declassed  ;  constitute  in  the  bosom  of  our  society 
a  species  of  literary  proletariat  more  to  be  lamented  than  the  indus- 
trial proletariat. 

As  for  the  child  of  the  people  who,  on  leaving  the  primary  school, 
has  not  received  instruction  enough  to  venture  to  entertain  these  lofty 
views,  he  is  hesitating  when  he  ought  to  decide  upon  a  choice.  He  no 
longer  cares  to  ask  himself  what  is  his  calling — what  are  his  aptitudes  ? 
he  is  guided  by  wholly  different  considerations.  Frequently  his  par- 
ents choose  for  him,  although  they  have  only  very  rarely  any  precise 
notion  of  that  for  which  he  is  adapted.  He  enters  then  as  an  appren- 
tice. He  is  loaded  with  difficult  tasks — to  clean  the  shop,  to  blow  the 
bnllows  of  the  forge,  to  do  errands.  During  many  years  the  young 
apprentice  receives  no  regular,  methodical,  technical  instruction. 
But,  if  he  does  not  learn  his  business,  he  acquires,  in  contact  with  the 
workmen,  habits  which  certainly  do  not  always  exercise  a  good  influ- 
ence on  his  morality.  Fortunate  is  he  if  he  can  still,  after  the  fatigues 
of  the  day,  follow  for  an  hour  or  two  the  lessons  in  the  adult  schools. 


INDUSTRIAL  EDUCATION  COMMISSION.  537 

which  will  keep  up  and  develop  what  he  has  learned  in  the  primary 
school. 

After  some  years  of  this  irrational  apprenticeship  he  knows  his  trade 
but  imperfectly.  He  is  a  half  workman ;  his  wages  are  small,  and  he 
runs  great  risk  of  remaining  at  that  stage  unless  he  is  unusually 
gifted.  Many  young  people  give  up  their  first  attempts,  change  their 
trade  again  and  again,  never  succeed  in  completing  their  apprentice- 
ships, and  end  by  resigning  themselves  to  be  messengers,  agents, 
clerks,  domestics,  etc.  The  want  of  a  methodical  organization  of  ap- 
prenticeship to  the  trades  is  thus  the  cause  of  an  immense  loss  of  pro- 
ductive force.  Thus,  then,  the  partisans  of  the  economic  system  con- 
clude: On  the  one  hand,  the  primary  school  does  not  inspire  the  taste 
for  manual  Jab^r,  and  does  not  develop  technical  aptitudes  ;  and  on 
the  other  hand,  apprenticeship  in  shops  is  given  over  to  chance,  and 
produces  scarcely  any  good  results.  Is  it  surprising  that,  under  such 
conditions,  accomplished  workmen  become  more  and  more  rare  and 
that  agriculture  makes  so  little  practical  progress? 

In  order  to  remedy  this  situation,  to  elevate  national  labor,  to  put 
a  check  upon  the  desertion  of  manual  and  agricultural  occupations  by 
the  sons  of  workmen  and  peasants,  to  diminish  as  far  a's  possible  the 
number  of  the  declassed,  it  is  necessary  to  reorganize  the  public  school 
— to  give  it  a  more  practical  character;  to  introduce  into  it  the  teach- 
ing of  trades;  in  a  word,  to  establish  there  a  course  of  training  which 
shall  closely  unite  general  studies  and  industrial  exercises. 

Such  are  the  conclusions  which  those  reach  who  place  themselves 
especially  at  the  economic  point  of  view  in  the  discussion  of  the  proper 
character  of  popular  instruction. 

In  his  interesting  work  upon  technical  instruction,  Senator  Cor- 
b'm,  after  having  eloquently  set  forth  the  actual  defects  of  appren- 
ticeship iti  the  shops  and  their  deplorable  consequences  for  the  work- 
ing classes,  in  the  material,  intellectual  and  moral  point  of  view- 
concludes  in  favor  of  the  organization  of  technical  instruction,  begin- 
ning with  the  primary  school. 

UI  believe,"  says  he,  "that  every  primary  communal  school  ought 
to  enlarge  the  circle  of  its  instruction  and  become,  like  the  Martiniere.* 
a  technical  school.  It  would  give  to  industry  so  many  skilled  work- 
men. 

k'The  extension  of  the  primary  school  of  which  I  speak  would  be 
an  easy  thing  for  rural  schools.  The  teacher,  in  most  cases,  would 
suffice  for  the  work,  and  the  increased  expense  would  be  almost  noth- 
ing. In  cities,  and  for  preparation  for  the  different  industrial  trades, 
the  modification  would  be  much  more  expensive,  but  not  so  much  so 
that  it  ought  to  alarm  any  one. 

"In  the  city  school  the  teacher  can  hardly  do  more  than  instruct 

*  A  well-known  technical  school  at  Lyons,  named  for  the  founder,  Mr.  Martin. 


538  REPORT  OF  THE 

his  classes.     There  would  be  needed.  I  suppose,  as  many  teachers  of 
manual  exercises  as  of  primary  classes,  but  no  more. 

"There  would  be  needed  one  shop  at  least  as  large  as  the  class- 
room, and  furthermore,  a  court  or  some  ground.  In  the  shop  there 
would  be  a  forge,  with  anvil,  hammers,  vises,  files,  etc. — that  is  to  say 
whatever  is  indispensable  for  the  making  of  certain  simple  products 
in  iron.  It  would  be  necessary,  also,  to  have  some  lathes  and  car- 
penters' benches  with  the  accessory  tools.  In  the  court  there  would 
be  some  blocks  of  stone  to  cut  and  re  cut  until  they  were  used  up. 

"If  the  school  has  ground  enough,  it  would  be  well  to  reserve  a 
part  of  it,  and  accustom  the  children  to  garden  it.  It  is  evident  that 
the  teacher,  however  intelligent  and  active  he  may  be,  could  not  be 
at  the  same  time  at  the  forge,  the  lathe,  the  bench — in  the  shop  and 
in  the  court,  where  the  little  stone-cutters,  the  boys  with  wheelbarrows 
or  the- gardeners  are  working,  doing  everything  at  the  same  time  ;  but 
the  difficulty  would  be  relieved  by  the  appointment  of  corporals  and 
sub  officers — chosen  by  the  pupils  from  among  themselves." 

This  utilitarian  conception  of  the  school  has  naturally  found  numer- 
ous partisans,  at  a  time  when  industrial  labor  has  received  enormous 
development  and  when  questions  relating  to  workingmen  have  become 
the  object  of  general  attention. 

There  is  a  serious  foundation  of  <truth  in  the  acute  criticism  upon 
the  actual  organization  of  popular  education  which  we  have  just 
quoted.  It  is  necessary,  however,  to  recognize  that  it  is  greatly  exag- 
gerated. Those  who  maintain  it  place  themselves  too  exclusively 
at  a  single  point  of  view.  They  require  that  primary  instruction 
should  have  for  its  principal  object  the  direct  preparation  for  the 
manual  trades,  and  they  think  that  the  only  means  of  arriving  at  this 
result  is  to  attach  workshops  of  apprenticeship  to  the  school.  But  the 
true  mission  of  primary  instruction  is  more  general,  more  elevated 
It  should  develop  the  child  in  all  his  faculties  and  his  aplitudes; 
should  form  the  man  and  the  citizen,  and  not  the  carpenter,  the 
blacksmith,  the  trader  or  the  employe. 

Even  from  the  special  point  of  view  of  preparation  for  the  manual 
occupations,  it  is  certain  that  a  rational  course  is  pursued  in  teaching 
children  to  read,  to  write,  to  cipher;  in  opening  their  intelligence  and 
developing  it  by  exercises  of  observation  upon  things  lying  in  the 
domain  of  nature,  the  arts  and  industries;  in  teaching  them  drawing 
and  geometrical  forms;  in  submitting  them  to  a  moral  regime,  and 
in  increasing  their  general  energy  by  gymnastics.  It  is  indisputable 
that  children  who  have  successfully  followed  the  complete  courses  of 
a  well  organized  primary  school,  are  better  fitted  to  learn  any  trade 
whatever  quickly  and  well,  than  those  who  have  been  left  to  stagnate 
in  ignorance,  or  who  have  been  sent  too  early  into  the  shops,  the 
mines,  the  factories — where  their  health  is  weakened  at  the  same  time 
that  their  intelligence  is  stupefied. 


INDUSTRIAL  EDUCATION  CoMMiSbioN.  £39 

It  is  not  just,  then,  to  accuse  the  primary  school  indiscriminately 
of  being  useless  in  respect  to  the  immediate  interests  of  the  popular 
classes;  but  it  is  true  to  say  that  it  has  still  too  much  of  a  theoretical 
character,  and  that  it  does  not  develop  the  technical  aptitude.  Some- 
tiling  is  needed,  beyond  question,  to  improve  and  complete  its  organ- 
ization, and  we  are  of  opinion  that  the  solution  of  the  problem  lies  in 
the  development  of  the  principles  of  FroebePs  method,  which  have 
already  entered  into  our  elementary  instruction,  but  which  have  not 
yet  been  carried  into  every  branch  of  primary  instruction.  This  we 
shall  show  further  on. 

As  to  the  many  inconveniences  of  apprenticeship  in  the  ordinary 
work  shops,  they  cannot  be  denied.  They  are  the  fatal  consequences 
of  an  economic  situation,  occasioned  by  the  introduction  of  machinery 
into  industry,  and  by  the  division  of  labor  pushed  to  its  extreme 
limits.  It  does  not  enter  into  the  plan  of  our  study  to  set  forth  this 
question  in  all  its  details,  and  to  discuss  whether  it  is  for  the  interest 
of  the  working  classes  and  of  industry  to  organize  a  special  techni- 
cal school  for  boys,  independent  of  primary  instruction,  and  form- 
ing a  complementary  training  for  children  destined  to  industrial  pur- 
suits. 

Let  us  examine  whether,  in  practice,  the  apprenticeship  to  trades 
in  the  primary  school,  properly  so  called,  offers  important  advantages. 

At  Gothembourg  manual  instruction  is  organized  in  the  primary 
schools  with  reference  to  its  economic  results. 

Toward  the  age  of  ten  or  eleven  years  the  children  are  sent  to  shops 
attached  to  all  the  primary  schools.  During  the  first  year  they  are 
subject  to  a  course  of  rotation — that  is  to  say,  they  are  exercised  sue 
cessively  in  wood  working  (carpentry,  turning,  carving),  in  iron-work 
(forging,  lockmaking),  in  work  with  paper  and  cardboard  (binding), 
with  colors  (house  painting),  and  wiih  willow  (basket-making).  More 
importance  is  attached,  apparently,  to  the  working  of  iron  and  wood. 
At  least  that  is  the  impression  which  several  visits  to  the  school  have 
left  upon  us. 

The  course  of  the  first  year  has  for  its  sole  aim  to  give  to  the  pupil 
a  first  taste  for  labor ;  to  allow  him  to  ascertain  his  fitness  and  his 
calling,  and  to  choose  judiciously  the  trade  which  he  will  definitely 
adopt.  He  passes  several  weeks  in  each  shop  and  learns  to  handle 
the  principal  tools  there,  and  to  perform  the  elementary  works. 

The  second  year  he  indicates  what  trade  he  wishes  to  learn.  If  he 
finds  later  that  he  was  mistaken  in  his  choice,  he  can  change  his  first 
decision  and  enter  another  shop ;  but  this  case,  as  we  are  informed, 
is  very  rare. 

The  apprenticeship  is  followed  until  the  age  of  fourteen  years. 

As  a  measure  of  economy  the  shops  are  placed  in  the  basement  or 
under  the  roof.  They  are  very  well  furnished  with  tools,  air  and 


540  REPORT  OF  THE 

light  are  abundantly  supplied,  and  the  general  arrangement  leaves 
nothing  to  be  desired. 

The  technical  instruction  is  intrusted  to  select  workmen. 

The  lessoas  are  given  to  groups  of  twelve,  on  the  average,  who, 
during  their  work  are  all  under  the  exclusive  direction  of  the  fore- 
man, who  is  responsible  for  the  order  and  discipline,  and  the  results. 

There  is  neither  method  nor  programme  rigidly  determined.  The 
foreman  of  the  shop  has  no  other  guide  than  himself,  except,  of  course, 
the  instructions  given  by  the  special  inspector  of  manual  work.  Thus 
the  succession  of  exercises  is  not  fixed — in  other  words,  there  is  no 
series  graduated  by  models,  and  constituting  a  methodical  whole.  The 
works  to  be  executed  depend  upon  the  requirements  made  for  the 
needs  of  the  schools.  In  these  shops  are  made  a  considerable  num- 
ber of  objects  utilized  in  the  communal  schools,  such  as  chalk  boxes, 
b"  ack-boards,  counting-frames,  iron  work  for  desks,  barometers,  play- 
things of  wood  and  of  painted  metal,  tools  for  the  different  shops, 
etc.,  etc.  The  products  are  brought  together  and  exhibited.  They 
are  sold  or  distributed  among  the  schools.  The  work  in  the  shops 
takes  place  twice  a  week — four  hours  at  a  time — for  each  section  of 
twelve  to  sixteen  scholars.  Every  year,  those  who  have  distinguished 
themselves  by  their  diligence  and  progress,  receive  a  reward  consist- 
ing of  tools  of  the  trade  in  which  they  are  engaging.  A  sum  of  1,00) 
crowns  (about  $275),  is  devoted  annually  to  this  distribution  of  prizes. 

During  the  year  1883  the  number  of  scholars  who  followed  the 
courses  of  manual  labor  in  the  primary  schools  rose  to  1,776.  The 
total  expense  was  34.482  crowns,  of  which  24,105  was  paid  for  salaries, 
and  10,377  for  material  and  for  incidental  expenses. 

The  manufacture  of  school  material  and  the  repairs  made  in  the 
shops  were  estimated  at  11,232  crowns. 

From  the  fact  that  the  scholars  of  the  different  classes  of  each 
school  go  to  the  shops  at  different  hours,  an  advantage  is  gained  over 
the  ordinary  teaching  force  ;  the  number  of  teachers  required  being 
less  than  that  for  other  classes.  It  is  estimated  that  this  annual  sav- 
ing amounts  to  6,750  crowns.  Taking  account  of  all  these  element s> 
the  total  expense  for- technical  instruction  was  reduced  to  17,233 
crowns,  or  9.70  crowns  per  scholar  per  year. 

*  The  engineer,  Mr.  Ericson  is  the  organizer  and 
inspector  of  this  instruction.  He  declared  to  us  that  neither  employ 
ers,  nor  workmen,  nor  parents  were  unfavorable  to  the  introduction 
into  the  primary  schools  of  apprenticeship  to  trades.  Those  who,  at 
at  the  outset,  thought  that  this  innovation  had  no  practical  bearing, 
have  since  recognized  their  error.  The  pupils  who  leave  school  at 
fourteen  years — after  three  years  of  apprenticeship — receive,  imme- 
diately, a  small  salary  from  their  employers,  because  they  are  already 
able  to  render  some  service  in  the  shops. 

Although   at   first   view   such    a    system    seems   to    present    real 


INDUSTRIAL  EDUCATION  COMMISSION.  541 

advantages,  we  do  not  think  it  advisable  to  establish  this  in  our 
primary  schools.  In  the  first  place,  regarding  it  even  from  the  econo- 
mic point  oi  view,  it  is  very  incomplete.  It  would  be,  in  fact,  im- 
possible to  attach  work-shops  of  apprenticeship  to  the  primary  schools 
for  all  the  trades  followed  in  a  given  locality.  A  limit  must  be  placed, 
a  choice  made,  and  then  the  problem  of  giving  technical  instruc- 
tion in  the  primary  school  remains  incompletely  solved.  By  rotation 
it  is  intended  to  bring  the  child  to  a  recognition  of  its  aptitudes  ;  but, 
in  reality,  he  is  made  to  run  through  only  two  or  three  special  shops, 
and  his  choice  is  narrowly  limited. 

Moreover,  on  what  principle  shall  the  trades  to  be  taught  in  the 
school  be  selected?  Why  shall  a  certain  industry  be  favored  rather 
than  another?  Is  it  proposed  to  transform  all  the  children  who  at- 
tend primary  schools  into  carpenters,  or  blacksmiths,  or  basketmakt  i\s  * 
The  reply  to  these  objections  is  that  a  more  complete  organization 
would  cost  enormously ;  that,  furthermore,  when  the  young  man  who 
has  learned  one  trade  during  three  or  four  years  is  obliged  to  under- 
take another,  he  makes  rapid  progress  in  his  new  apprenticeship,  be- 
cause he  has  already  acquired  the  habit  and  the  taste  for  manual 
labor.  This  observation  is  important,  but  it  favors  the  pedagogical 
system.  It  is,  in  fact,  the  habit  and  the  taste  for  labor  which  it  is 
necessary  to  acquire  at  the  primary  school,  and  it  is  useless  to  organize 
for  this  purpose  shops  of  apprenticeship,  properly  so  called.  This 
result  is  reached  more  completely  by  methodical  exercises  specially 
arranged  to  promote  the  acquisition  of  a  general  aptitude  of  the  hand. 
This  opinion  prevails  in  Sweden,  and  Mr.  Hedlund  declared  to  us  that 
he  had  been  brought  to  it  in  consequence  of  a  thorough  comparative 
study  of  the  different  systems. 

The  apprenticeship  to  a  definite  trade  should  be  put  oil  until  the 
age  of  fourteen  years  at  least.  Children  younger  than  that  are  not 
sufficiently  developed  physically  and  intellectually  to  undertake  it 
with  success.  What  is  especially  needed  in  a  professional  instruc- 
tion like  that  of  the  schools  of  Gothembourg,  is  a  good  pedagogical 
direction. 

These  exercises  do  not  follow  a  methodical  order  because  they  are, 
in  general,  subordinate  to  economic  considerations  foreign  to  peda- 
gogical principles.  From  ten  to  fourteen  years  a  boy  is  still  only  a 
child,  and  in  order  that  any  work  whatever  may  exercise  upon  him  a 
real  educative  influence,  it  is  necessary,  above  all,  that  he  become 
keenly  interested  in  it,  a  thing  which  can  be  secured  only  on  condi  ion 
that  the  exercise  be  varied,  graduated  and  proportioned  to  his  physi.-al 
strength.  Accordingly,  we  do  not  think  that  by  the  system  of  ap- 
prenticeship at  Gothembourg,  sufficient  interest  can  be  excited,  without 
which  no  efforts  can  obtain  satisfactory  results.  Thus,  when  a  child  is 
obliged  to  make  a  given  object — iron  work,  balls  for  counting-frames, 
etc., — a  considerable  number  of  times,  it  is  necessary  that  he  go  over 


"542  REPORT  OF  THE 

the  same  work  incessantly  day  after  day  and  week  after  week.  After 
the  third  or  fourth  time,  his  interest  disappears;  one  can  see  from  the 
manner  in  which  he  handles  his  tools,  from  his  listless  air,  that  he  is 
doing  a  veritable  task,  quite  similar  to  that  of  scholars  upon  whom  it 
was  formerly  the  custom  to  impose  as  a  punishment  the  copying  ten 
or  twenty  times  of  the  same  page  of  writing,  the  same  verb,  or  the 
same  lesson.  The  mechanical  repetition  of  an  exercise  invariably 
provokes  disgust  with  the  work.  It  will  be  said  that  the  workman  is 
obliged,  in  many  trades,  to  do  the  same  work  over  again  many  times, 
and  that  it  is  not  a  bad  thing  to  make  a  child  acquire  the  habit  of 
working  under  the  conditions  in  which  he  will  be  placed  somewhat 
later;  but  a  child  of  school  age  cannot  be  treated  as  an  adult  work- 
man. The  workman  must  work  in  order  to  live;  the  pupil  works  in 
order  to  develop  himself,  to  acquire  the  taste  and  the  aptitude  for 
study  in  general,  and  for  manual  skill,  and,  if  the  exercise  imposed 
upon  him  are  not  graded  and  varied,  he  executes  his  task  without 
pleasure  and  quits  it  without  success. 

Furthermore,  it  is  evident  that  under  these  circumstances  the  pupil 
is  no  more  skilful  for  having  made  the  same  object  ten  or  twenty 
times;  the  second  specimen  is  sometimes  better  made  than  the  first, 
but  the  following  ones,  instead  of  showing  progress  in  correctness  of 
execution,  are  likely  to  show  the  contrary. 

The  study  of  the  method  adopted  in  the  Normal  School  at  Naas 
will  show  the  superiority  of  the  pedagogic  system  over  that  of 
Gothembourg. 

2.   The  School  of  Naas. 

(A  system  of  manual  training  in  schools,  based  upon  the  pedagogic 
idea.) 

Naas  is  an  ancient  lordship,  situated  in  the  district  of  Elfsborg,  near 
the  line  of  railroad  which  unites  Gothembourg  and  Stockholm,  and 
about  fifty  miles  from  the  former.  Mr.  Abrahamson,  on  acquiring  the 
property  some  years  ago,  founded  three  free  schools,  to  which  he  gave 
an  endowment  of  225,000  crowns  (about  $60,000).  His  purpose  was 
not  only  to  furnish  primary  instruction  to  boys  and  girls  of  the  locality, 
but  also  to  furnish  an  example  of  methodical  instruction  in  manual 
training,  according  to  the  views  of  the  most  advanced  educators.  The 
primary  schools  for  boys  was  opened  in  1872.  It  is  attended  by  chil- 
dren from  ten  to  fourteen  years,  who  have  already  received  the  first 
grade  of  instruction  in  the  primary  school.  [This  instruction,  which 
is  obligatory  in  Sweden,  is  given  in  two  grades  of  schools  ;  the  elemen- 
tary schools,  for  children  from  six  to  ten  years,  and  the  public  schools, 
for  children  from  ten  to  fourteen  years.]  Twenty  two  hours  a  week 
are  devoted  to  instruction  in  the  following  branches  :  religious  instruc- 
tion, the  Swedish  language,  history,  geography,  the  natural  sciences, 
reading,  writing,  drawing,  singing,  gymnastics,  the  manual  of  arms, 


INDUSTRIAL  EDUCATION  COMMISSION.  143 

horticulture.  [In  Sweden,  besides  gymnastics,  military  drill  and  the 
manual  of  arms  are  taught  in  the  schools  ]  Besides,  the  pupils  work 
two  hours  every  day  in  the  shop.  The  work  is  not  so  directed  as  to 
prepare  the  boys  especially  for  trades.  The  question  here  is  not  at  all 
how  to  maintain  a  school  of  apprenticeship  annexed  to  the  primary 
school.  The  aim  is  purely  pedagogic;  the  manual  work  is  made  edu- 
cational as  much  as  the  oth^r  branches  of  the  programme.  The  teacher 
directs  it.  By  the  methodical  handling  of  tools,  the  making  of  a  hun- 
dred objects,  forming  a  progressive  series,  the  scholars  are  made  to 
acquire  a  skill — a  general  address  of  the  hand,  which  renders  them 
fitted,  on  leaving  the  school,  to  undertake, under  favorable  conditions, 
the  apprenticeship  to  any  trade  whatever,  and  to  execute  without  as- 
dsiance,  works  of  every  kind  which  present  themselves  every  instant 
in  practical  life.  Furthermore,  this  instruction  constitutes  a  vigorous 
gymnastic,  which  contributes,  with  gymnastics  properly  so  called,  to 
re  establish  in  the  organism  the  equilibrium,  which  is  inevitably  dis- 
turbed to  the  detriment  of  the  health  of  body  and  mind,  by  studies 
exclusively  intellectual.  Finally,  it  inspires  in  pupils  a  taste  for  labor 
and  develops  the  faculties  of  attention  and  of  intuition. 

#"•#;*,,•.'*.••.*•.;*,•',•.        ;  *  '••  -  JK 

Sixteen  boys,  the  youngest  eleven  and  the  oldest  fourteen  years  and 
a  half,  enter  the  shop.  Their  JOT.  ous  air,  their  unconstrained  bearing, 
show  with  what  pleasure  they  engage  in  the  work.  Each  one  goes 
to  his  bench,  takes  his  tools,  examines  them,  tries  them.  Each  one 
understands  them  well,  knows  how  to  mount  and  dismount  them,  to 
sharpen  them,  to  repair  them  in  case  of  need.  This  one  observes  that 
the  blade  of  his  plane  projects  too  far;  some  blows  of  the  hammer, 
well  applied,  presently  place  the  tool  in  its  proper  condition.  Another 
iinds  his  chisel  notched  ;  he  goes  to  the  grindstone  and  sharpens  the 
instrument.  We  see  a  third,  who  is  setting  his  saw  ;  still  another 
carefully  cleans  the  file  which  he  is  about  to  use.  The  instructor, 
during  this  preparatory  work,  has  been  distributing  the  models.  The 
pupils  who  have  a  new  article  to  make  go,  without  waiting  for 
directions,  to  select  in  the  wood  room  the  piece  of  timber  or  the 
plank,  of  which  they  are  to  make  a  spoon,  a  stool,  a  box,  a  boot-jack. 
a  mallet,  a  nevette  or  any  other  article  in  the  series  of  models.  AH 
have  learned  by  practice  to  distinguish  the  qualities  of  wood.  All 
this  is  done  quickly  but  without  haste  and  in  good  order.  The 
spectacle  becomes  truly  interesting.  The  hatchet  strikes  the  block 
squarely;  the  saws  grate;  the  planes  gnaw;  the  knives  cut;  the  files 
smooth  the  roughness  of  surfaces;  the  sand  paper  vigorously  rubbed 
upon  an  article  gives  it  finish.  It  is  the  humming  swarm  of  labor, 
full  of  life  and  movement.  The  teacher  does  not  directly  aid  the 
pupils.  We  see  him  go  from  one  to  another  controlling,  criticising, 
correcting,  encouraging  the  little  workmen.  The  strictest  discipline 
reigns  in  the  shop.  It  maintains  itself  naturally  because  it  sprirgs 


544  REPORT  OF  THE 

from  the  labor  itself,  which  exercises  upon  the  pupils  a  veritable  at- 
traction and  requires  the  steady  concentration  of  their  attention;  a 
wholesome  emulation  keeps  up  activity  and  assures  progress.  Ir,  is 
impelled  not  by  desire  for  a  reward  but  only  by  the  desire  to  do  the 
best  possible;  by  the  satisfaction  of  performing  a  duty  which  is  not 
burdensome  because  it  is  proportioned  to  the  strength  of  each.  The 
scholars  have  not  all  the  same  article  to  make.  In  the  first  place 
because  they  do  not  all  begin  at  the  same  time,  and  then  because  cer- 
tain pupils  advance  more  rapidly  than  others  on  account  of  their 
greater  attention  or  skill. 

The  exercises  having  been  finished  the  boy  presents  his  work  to  the 
director,  who  examines  it  attentively  and  judges  whether  it  is  worthy 
to  be  accepted  or  not.  If  it  is  well  executed  the  director  compliments 
the  pupil  who  carries  home  the  product  of  his  work.  The  modest 
household  of  his  parents  will  be  enriched  by  a  useful  object  the  com- 
mercial value  of  which  is  very  slight  but  which  is  highly  appreciated 
because  it  was  made  by  the  boy  himself.  It  is  his  own  work;  no  one 
has  directly  aided  in  it  and  he  is  proud  to  show  it.  If,  on  the  other 
hand,  the  model  is  badly  produced,  and  if  the  mistakes  cannot  be  cor- 
rected, the  director,  after  having  required  the  pupil  himself  to  note  his 
faults,  breaks  it  and  has  it  made  over  again,  for  every  one  must  do 
his  work  in  the  best  possible  way.  It  is  not  the  quantity  of  articles 
which  is  considered  important  but  their  quality  in  point  of  correct 
execution. 

Mr.  Abiahamson  founded,  in  1874,  a  primary  school  for  girls.  Its 
object  was  to  give  to  young  girls,  from  ten  to  sixteen  years,  at  the 
same  time  with  ordinary  instruction,  a  sufficient  skill  in  domestic 
labors  belonging  to  females — such  as  spinning,  weaving,  sewing  by 
hand  and  on  the  machine,  housekeeping,  preparation  of  foods,  etc. — 
in  a  word,  the  pupils  there  are  initiated  into  all  the  occupations  which 
will  be  of  constant  use  for  the  future  mother  of  a  family. 

In  1884  he  introduced  into  this  school  a  course  of  working  in  wood, 
to  the  extent  of  two  and  a  half  hours  a  week. 

The  instruction  continues  ten  months  and  a  half  each  year,  with 
eight  hours  of  study  and  of  work  every  day, 

The  pupils  are  divided  into  two  divisions.     In  the  higher  class, 
twenty-four  hours  a  week  are  devoted  to  ordinary  studies,  and  ten  to 
manual  labors.     In  the  lower  class,  twenty-one  hours  a  week  are  given 
to  lessons,  and  fifteen  to  domestic  works. 
********** 

The  normal  school  of  manual  work  (Slojdlarareseminarium  =  a 
seminary  for  teachers  of  manual  training.  Slodj  is  an  expression 
purely  Swedish,  which  it  is  impossible  to  translate  exactly  into  any 
other  language,  but  which  designates,  in  general,  the  manual  labor 
proper  to  schools  and  domestic  work)  is  an  institution  unique  of  its 
kind.  A  complete  study  of  its  history,  its  organization,  its  experi- 


INDUSTRIAL  EDUCATION  COMMISSION.  545 

menfs,  the  principles  it  has  applied,  its  methods  and  ils  programme, 
will  be,  I  believe,  fruitful  in  suggestions  of  every  kind  upon  the  im- 
portant question  of  primary  instruction  in  manual  labor. 

The  normal  school  was  es-ablished  in  June,  1875,  and  five  years 
later  it  was  enlarged  and  installed  in  the  building  which  it  now 
occupies.  * 

The  main  floor  contains  on  the  right  two  shops,  one  containing  nine- 
teen benches,  the  other  twelve,  a  lathe,  a  grindstone,  carpenters' 
tools,  turning  tools  and  tools  for  wood-cutting  hang  upon  the  wall  in 
careful  order.  The  left  wing  is  occupied  by  two  class  rooms,  in  which 
the  ordinary  instruction  is  given  to  the  pupils  of  the  primary  school. 
The  teachers  who  follow  the  courses  gather  there  to  listen  to  lessons 
in  pedagogics,  given  by  Mr.  Otio  Salomon,  and  to  discuss  questions 
relating  to  primary  instruction  in  manual  work.  The  desks  of  this 
room  are  in  one  place,  and  of  a  movable  pattern — to  be  laised  or 
lowered,  according  to  the  height  of  the  pupils;  an  arrangement  which 
seems  to  us  an  ingenious  solution  of  this  important  question  of  school 
desks. 

Beautiful  geographical  charts,  cards  representing  animals  and  plants 
(Deyrolles'  collection)  ornament  the  walls.  In  glass  cases  are  exposed 
colleciions  of  minerals  and  rocks,  geometrical  models  and  other  objects 
serving  to  give  an  insight  into  the  subjects  taught.  Upon  the  wall 
facing  the  pupils  are  engravings  representing  the  kings  of  Sweden  and 
some  great  teachers;  in  a  word,  these  class  rooms  have  a  cheerful 
aspect  The  laws  of  hygiene  have  been  scrupulously  observed  in  their 
construction,  and  the  teaching  apparatus  proves  that  the  instruction 
which  is  given  there  is  according  to  the  best  modern  conception  of 
popular  schools.  The  class  rooms  are  connected  with  the  shops  by  a 
large  corridor,  in  which  pupils  assemble  at  certain  hours  for  lessons  in 
singing,  accompanied  with  instrumental  music.  The  two  wings  of  the 
building  are  separated  by  a  grand  hall,  the  museum,  which  contains 
models,  serving  for  instruction  in  manual  training,  as  well  as  a  very 
large  collection  of  objects  of  every  kind,  furniture,  tools,  toys,  etc., 
which  have  served  as  models  during  the  period  of  experiment. 

The  method  of  Naas  is  not,  in  fact,  the  product  of  pure  theory;  it  is 
the  Iruit  of  a  long  and  serious  practical  study.  The  investigations  to 
which  Mr.  Salomon  and  his  colleague,  Mr.  Johanson,  devoted  them- 
selves in  order  to  arrive  at  the  present  system  of  instruction  (Slojd) 
were  pursued  during  many  years,  with  rare  perseverance,  and  were 
crowned  with  success.  ***** 

During  the  first  years,  from  1875  to  1880,  the  aim  of  the  normal 
school  at  Naas  was  to  instruct  and  to  train  men  capable  of  teaching 
manual  work  in  the  schools,  either  independent  or  annexed  to  the 
primary  school. 

35  ED.  COM. 


546  KEPOKT  OF  THE 

The  conditions  of  admission  were  as  follows :  To  be  at  least  eigh- 
teen years  of  age;  to  have  a  sufficient  physical  strength  to  perform  the 
duties  for  which  the  school  prepared;  to  have  already  some  practice 
in  manual  work,  and  to  know  the  subjects  required  in  Sweden  at  the 
examination  for  leaving  the  primary  schools. 

The  instruction  comprised  two  parts;  one  theoretical  or  general, 
the  other  practical.  In  the  first  was  arithmetic,  geometry,  physics, 
mechanics,  linear  drawing,  pedagogy,  the  science  of  methods ;  in  the 
other  the  practice  of  trades,  such  as  the  execution  of  works  designed 
to  teach  a  knowledge  of  the  various  tools  of  the  carpenter,  the  turner, 
the  wood  engraver,  the  blacksmith  ;  familiarization  with  the  handling 
of  these  tools ;  the  making  and  repairing  of  the  simplest  tools  and 
utensils  of  an  ordinary  household ;  the  making  of  shafts  and  wheels 
for  carts  and  wagons ;  working  with  large  tools,  and  working  with  the 
file. 

The  course  continued  one  year  at  the  rate  of  fifty-four  hours  a  week, 
of  which  thirty-six  were  employed  in  manual  work,  and  eighteen  in 
the  scientific  studies. 

Those  who  followed  this  course  were  practiced  in  giving  special  in- 
struction in  manual  labor  by  teaching  pupils  every  day  in  the  primary 
school,  which  forms  the  school  of  application  (model  school),  and  the 
examination  for  graduation  included  three  tests — one  upon  theoretical 
branches,  one  in  linear  drawing  and  the  work  of  the  shop,  the  third  a 
teaching  test  in  the  school  of  application.  A  diploma  was  given  to 
the  candidates  who  successfully  passed  the  examination. 

In  1880  this  organization  was  modified;  the  theoretical  courses 
were  suppressed;  the  instruction  was  concentrated  in  the  exclusive 
study  of  manual  training.  Since  that  time  the  school  no  longer 
trains  special  professors,  unless  in  exceptional  cases.  It  receives  by 
preference  primary  teachers  holding  a  diploma,  who  wish  to  acquire  a 
practical  knowledge  necessary  to  teach  the  Slojd  in  the  schools  where 
they  are  employed.  This  change  is  the  consequence  of  the  purely 
pedagogical  character  of  the  method  of  Naas. 

Manual  labor,  not  being  considered  as  a  direct  preparation  for  spe- 
cific trades,  but  as  an  educational  agency,  it  does  not  form  a  special 
branch  of  the  general  programme,  and  the  teacher  gives  lessons  in 
that  to  his  pupils  as  he  teaches  them  to  read,  to  write,  to  cipher,  etc. 
Mr.  Salomon  thinks  that  the  true  mission  of  the  primary  school  is  the 
systematic  cultivation  of  the  faculties;  that  the  different  branches  of 
instruction  should  be  considered  as  the  means  proper  to  attain  this 
end.  No  one  branch,  then,  can  tend  to  specialization  ;  all  must  be 
grouped  in  a  harmonious  whole,  and  the  fundamental  condition  for 
attaining  this  result  is  to  require  the  same  teacher  to  give  the  pupils 
of  the  same  class  instruction  in  the  whole  programme. 

According  to  this  conception  there  can  be  no  question  of  applying 
to  the  primary  school  the  principle  of  division  of  labor,  since,  in  spite 


INDUSTRIAL  EDUCATION  COMMISSION.  547 

of  the  apparent  diversity  of  subjects  which  are  taught,  primary  edu- 
cation forms  a  single  indivisible  whole.  The  system  of  special  teach- 
ers is  in  contradiction  with  the  aim  of  the  primary  school. 

The  consequence  of  this  system  is  the  necessity  of  preparing  teach 
ers  to  give  instruction  in  manual  training.  It  is  this  role  that  is  as- 
signed to  the  normal  school  of  Naas.  It  is  open  to  all  teachers  who 
desire  to  introduce  this  instruction  into  their  schools.  The  courses  and 
the  lodging  are  gratuitous.  The  teachers  take  their  meals  in  a  restau- 
rant attached  to  the  school  at  the  rate  of  one  crown  (about  twenty- 
eight  cents)  a  day.  In  general  the  Swedish  teachers  who  follow  the 
courses  receive,  for  their  traveling  expenses,  assistance  from  "  Eco- 
nomic Societies,"  which  are  associations  created  to  encourage  all 
works  having  in  view  the  moral  and  material  well-being  of  the  people. 

Within  a  few  years,  this  subject  has  made  important  progress  in 
Sweden.  There  are  to-day  (1885),  about  seven  hundred  schools  in 
which  the  Slojd  is  taught.  The  teachers  do  not  everywhere  give  these 
courses,  their  necessary  preparation  being  defective;  but  the  general 
tendency  is  towards  this  result.  Although  the  official  programme  of 
the  normal  schools  and  the  primary  schools  does  not  yet  prescribe  in- 
struction in  manual  training,  the  Swedish  government  is  interesting 
itself  in  the  subject,  and  many  of  the  teachers  of  the  country  are 
moving  voluntarily  to  introduce  this  instruction  into  their  schools. 

Since  1878  many  teachers  have  informed  themselves  respecting  the 
method  of  Naas.  The  tempora^  normal  course  continues  six  weeks, 
and  the  review  course  in  the  following  year  five  weeks.  In 
general  these  two  courses  are  sufficient  to  exercise  the  teachers  in 
the  correct  making  of  the  hundred  models  of  the  series,  if  they  con- 
tinue to  perfect  themselves  in  the  handling  of  tools  during  the  year 
which  intervenes  between  the  two  courses. 

As  in  Sweden  the  vacations  do  not  take  place  at  the  same  time  for 
all  the  schools,  many  temporary  courses  are  carried  on  at  Naas  each 
year. 

The  following  table  will  give  an  idea  of  the  activity  displayed  in 
this  institution  and  of  the  progress  which  the  idea  is  making  in  Sweden. 

In  1878,  fourteen  teachers  were  prepared  for  instruction  in  the 
filojd, 

In  1879,  nine  teachers  were  prepared  for  instruction  in  the  Slojd. 

In  1880,  thirteen  teachers  were  prepared. 

In  1881,  eighteen  teachers. 

In  1882,  one  hundred  and  two  (in  six  temporary  courses). 

In  1883,  one  hundred  and  fourteen  (in  six  temporary  courses). 

In  1884,  one  hundred  and  thirteen  (in  five  temporary  courses). 

To  these  numbers  there  should  be  added  two  teachers  who  followed 
the  course  only  in  part,  and  more  than  sixty  professors,  engaged  in 
teaching  manual  training  in  schools  whose  regular  teachers  cannot 
give  this  course  on  account  of  their  age  or  for  some  other  reason. 


548  REPORT  OF  TUE 

.Not  all  these  teachers  Belong  to  the  Swedish  nationality.  At'Naas 
the  narrov  spirit  of  exclusivism  is  unknown.  The  object  there  is  to 
promote  general  progress.  Thus,  in  1884,  among  the  one  hundred  and 
twenty-six  persons  who  followed  the  course,  there  were  one  hundred 
and  seven  Swedes,  two  Norwegians,  four  Finlanders  (three  of  whom 
were  females),  one  Dane,  two  Germans,  five  Austrians,  two  Russians, 
two  English  ladies,  one  Hollander.  Among  these  were  one  hundred 
and  eight  primary  teachers,  the  director  of  a  school  of  deaf  mutes, 
three  female  teachers,  two  school  directresses,  three  school  directors, 
two  professors  of  secondary  schools,  an  inspector  of  primary  schools, 
andean  inspector  of  Slojd. 

When  one  pees  that  a  private  school  has  been  able  in  so  few  years 
to  give  a  vigorous  impulse  to  the  primary  teaching  of  manual  training, 
it  may  be  hoped  that  governments  solicitous  for  the  development  of 
popular  instruction,  will  not  hesitate  to  put  forth  energetic  efforts  in 
order  to  give  a  practical  and  general  solution  to  this  question. 

We  followed,  with  eighteen  Swedish  teachers  and  one  Finnish 
teacher,  the  temporary  normal  course  which  was  given  from  the  15th 
of  August  to  the  21st  of  September,  1883.  These  teachers  were 
classed  in  two  divisions,  one  of  which  included  those  who  were  fol- 
lowing the  review  course.  The  labor  in  the  shop  was  carried  on  six 
hours  every  day,  under  the  direction  of  Mr.  Salomon.  Mr.  Johanson 
and  others  gave  the  courses.  The  history  of  pedagogy  and  the  rneth 
odology  of  manual  training  were  taught  by  Mr.  Salomon,  who  besides 
presided  at  the  conferences,  in  which  the  teachers  freely  discussed 
the  system  set  forth,  their  doubts,  their  criticisms,  etc. 

These  discussions  were  recorded  by  one  of  the  teachers. 

Each  morning  and  evening,  immediately  before  and  after  the  work, 
the  teachers  gathered  to  recite  a  prayer  and  chant  psalms,  each  one 

being  free  to  take  part  in  this  religious  exercise  or  not. 

******** 

The  2lst  of  September,  1883,  the  course  was  terminated  by  a  formal 
session.  In  the  two  shops  the  models  made  by  the  teachers  were  ar- 
ranged on  the  benches;  the  walls  were  hung  with  the  banners  of  the 
different  provinces  of  Sweden ;  outside,  the  Swedish,  Finnish  and 
Belgian  standards  floated  aloft. 

After  the  prayer  and  psalms  Mr.  Salomon  spoke  as  follows  : 
u  GENTLEMEN:  It  is  a  gratifying  spectacle  to  see  men  of  countries 
remote  from  one  another,  belonging  to  different  peoples,  gathered  in 
this  little  corner  of  the  world  to  labor  in  a  common  work.  In  this 
view  my  heart  beats  with  joy  and  confidence,  for  I  find  here  a  con- 
vincing pioof  that  there  are  other  interests  than  those  which  actuate 
the  individual,  which  unite  families,  or  which  constitute  the  vital 
forces  of  nations.  It  is  a  proof  that  there  exist  interests  as  wide  as 
humanity,  and  surely  the  work  of  education  is  one  of  these  interests. 
If  one  regards  general  and  constant  progress  as  a  necessity  of  nature, 


LNDUSTKIAL  EDUCATION  COMMISSION.  549 

founded  on  the  will  of  God,  and  if  one  remembers  that  the  future  be- 
longs to  childhood,  it  must  also  be  admitted  that  the  impression  of 
one  generation  upon  the  following — which  is  education — is  a  matter 
of  universal  importance.  Upon  this  grand  field  of  labor  there  can  be 
no  question  about  conditions  of  nationality.  We  should,  on  the  con- 
trary, each  one  for  himself,  direct  our  forces  toward  the  common  end  : 
The  preparation  of  youth  for  life  upon  earth  first,  and  also  for  the 
future  life,  where  social  inequalities  are  no  longer  of  any  account. 

"It  is,  without  doubt,  the  constantly  increasing  tendency  in  the 
teaching  body  towards  a  more  rational  education,  ^hich  has  brought 
teachers  together  here  from  so  many  countries. 

uMore  and  more  the  conviction  everywhere  prevails  that  the  school 
sins  grievously  against  the  principles  of  a  rational  education,  to  the 
great  prejudice  of  our  children.  How  general  this  has  become  is 
shown  by  the  introduction  of  manual  training  in  the  schools — a  sys- 
tem which  aims  to  train  the  skill  and  dexterity  of  the  hand,  in  the 
same  measure  as  the  purely  intellectual  faculties.  The  efforts  made 
in  this  direction  are,  so  to  speak,  a  complete  protest  against  this  edu- 
cation which  takes  a  false  direction,  and  which  results  unquestionably 
in  an  instruction  purely  theoretical,  such  as  is,  unfortunately,  still  too 
generally  given. 

"  Far  be  from  me  the  suggestion  that  this  protest  has  been  raised  in 
6ur  little  country  alone,  and  that  we  have  been  the  first  to  recognize 
the  necessitv  of  the  reform  which  now  engages  us. 

"  Does  not  history  teach  us  that  the  people  being  ripe  for  any  re- 
form of  which  the  need  is  felt,  this  suddenly  appears,  and  most  fre- 
quently at  the  same  time  in  many  countries  ?  Surely,  then,  it  is  not 
befitting  either  an  individual  or  a  people  to  claim  the  privilege  of 
having  been  first  to  possess  that  which  is  the  common  property  of 
humanity. 

"This  truth  being  granted  in  respect  to  things  relatively  common, 
must  all  the  more  be  admitted  in  respect  to  an  extremely  important 
idea  like  the  one  we  are  now  considering,  the  extent  of  which  cannot 
yet  be  measured,  or  the  consequences  fully  understood.  I  desire,  as 
far  as  my  knowledge  and  my  experience  permit,  to  make  you  under- 
stand that  the  idea  of  employing  manual  training  as  a  means  of  edu- 
cation is  not  a  novelty  and  innovation;  but  that,  on  the  contrary,  its 
roots  run  back  to  the  remotest  time.  In  fact,  we  'have  seen  that  the 
authors  of  modern  pedagogy  have  appreciated  the  highly  educative 
value  of  this  process.  It  is  enough  to  say  that  in  occupying  ourselves 
seriously  with  manual  training  we  are  not  giving  our  time  and  our 

strength  to  the  service  of  a  vain  caprice  or  a  fashionable  notion." 
******** 

In  1846  a  Swedish  association  was  established  for  the  purpose  of 
extending  the  Slojd.  About  the  same  time  the  well-known  writer, 
Mr.  Hedlund,  published  a  number  of  articles,  in  which  he  eloquently 


550  REPORT  OF  THE 

set  forth  the  importance  of  the  subject.  It  was  not  until  1872  that 
the  Swedish  government  gave  attention  to  this  interesting  method  of 
instruction.  The  Chamber  of  Deputies  then  voted  an  annual  appro- 
priation of  2,500  crowns  (about  $700,000),  which  was  successively 
raised  to  10,000  crowns,  and  then  to  20,000,  for  the  purpose  of  encour- 
aging the  communes  and  the  teachers  who  introduced  instruction  in 
manual  training  into  the  public  schools. 

In  1875  the  Royal  Academy  charged  the  engineer,  Albert  Ram- 
strom,  with  the  duty  of  organizing  temporary  courses  of  Slojd. 

In  six  years  147  courses  were  given  to  1,678  persons,  of  whom  456 
were  primary  teachers,  and  101  special  professors. 

In  1877  the  Chamber  of  Deputies  voted  a  sum  of  15,000  crowns  for 
the  support  of  public  schools  in  which  manual  training  was  taught. 

The  teacher  who  introduced  this  branch  into  his  course  of  instruc- 
tion received  an  annual  appropriation  of  seventy  five  crowns  (about 
$20). 

The  first  efforts  were  not  very  fortunate.  Almost  everywhere  at- 
tention was  given  to  wood-carving,  an  exercise  of  slight  educational 
value,  and  a  certain  degree  of  opposition  was  manifested  towards  the 
teaching  of  Slojd.  Happily,  a  more  rational  course  was  followed  by 
other  institutions,  in  which  attention  was  given  to  more  serious  work. 

The  schools  of  Naas,  Upsal,  Claestrop,  gave  a  better  example,  and 
exercised  a  happy  influence  in  the  country. 

Some  figures  will  show  with  what  rapidity  the  teaching  of  Slojd  has 
advanced  in  Sweden.  In  1876  only  eighty  schools  included  this 
branch  in  their  programme;  in  1877  there  were  one  hundred,  in  1879 
about  two  hundred,  in  1883  about  six  hundred,  and  in  1884  more  than 
seven  hundred.  This  constant  progress  is  due  in  great  part  to 
a  few  men  of  ability,  who  have  devoted  themselves  entirely  to  this 
cause.  The  sculptor,  Chas.  Ahlborn,  gave,  from  1870  to  1875,  about 
two  hundred  u  conferences  "  in  different  parts  of  Sweden.  He  explained 
the  subject  to  more  than  60,000  hearers.  Count  Erick  Sparre  also 
made  energetic  efforts  to  encourage  the  movement.  *  *  * 

At  the  outset,  the  economic  conception  was  generally  adopted. 
Instruction  in  manual  training  was  everywhere  regarded  as  a  means  of 
giving  the  child  of  the  people  a  way  to  earn  his  bread.  But,  little 
by  little,  the  subject  assumed  its  true  aspect.  It  was  recognized  that 
manual  training  has  a  far  more  elevated  purpose — far  more  useful, 
even  in  the  philosophical  acceptation  of  that  word.  It  was  regarded  as 
a  pedagogical  process,  adapted  to  secure  more  completely  the  physical, 
moral  and  intellectual  development  of  the  child.  Thus  was  realized 
in  Sweden  the  dream  of  those  illustrious  educators,  Comenius,  Rous- 
seau, Pestalozzi  and  Froebel,  of  seeing  in  schools  of  primary  instruc- 
tion manual  training  closely  joined  with  any  subjects  purely  theoreti- 
cal, in  order  to  secure  the  integral  training  of  all  the  faculties  and  all 
the  aptitudes  which  constitute  the  complete  man. 


INDUSTRIAL  EDUCATION  COMMISSION.  551 

3.   The  Method  Pursued  at  Naas. 

If  the  uame  of  method  is  given  to  a  well  considered  and  systematic 
course,  leading  to  a  well  determined  end,  the  manual  training  of  the 
school  of  Naas  constitutes  a  veritable  method,  and  it  has  an  unques- 
tionable character  of  originality  Nothing  in  this  system  is  left  to 
chance.  It  is  the  result  of  experiments  prosecuted  for  many  years 
with  the  constant  desire  of  being  able  to  give  a  practi  ;al  and  effective 
form  to  primary  instruction  in  manual  training. 

Mr.  Otto  Salomon  has  departed  from  the  modern  conception  of  the 
popular  school  and  sought  constantly  to  remain  faithful  to  the  funda- 
mental principles  of  the  science  of  education,  respecting  which  there 
has  been  hardly  any  difference  among  the  great  teachers  since  Mon- 
taigne, Comenius,  Rousseau,  Pestalozzi  and  Froebel.  We  now  give 
a  resume  of  our  conferences  with  him  respecting  the  principal  ques- 
tions raised  regarding  the  organization  of  instruction  in  manual  train- 
ing in  the  primary  school. 

(a)   The  Necessity  and  Aim  of  Instruction  in  Manual  Training  in 

the  Public  Schools. 

We  know  by  experience  that  the  child  has  a  natural  tendency  to 
activity.  It  shows  itself  from  the  time  when  he  begins  to  be  able  to 
use  his  members.  He  delights  himself  by  directing  his  feeble  efforts 
to  everything  that  he  can  seize  upon.  He  takes  the  objects  nearest  to 
him,  handles  them,  throws  them,  breaks  them ;  not  in  a  spirit  of  destruc- 
tiveness  but  from  the  need  he  has  of  doing  something,  and  from  the 
instinct  of  curiosity  which  is  the  starting  point  of  all  later  intellectual 
acquisitions. 

The  programmes  of  primary  instruction  take  too  little  account  of 
this  fact.  The  lessons  are  almost  all  theoretical ;  they  address  the 
intellect  only;  the  hand,  which  is  an  admirable  instrument  designed 
to  give  a  concrete  form  to  the  thought,  is  not  given  a  special  training 
in  primary  schools.  Writing  and  drawing  are  the  only  branches  which 
call  in  its  aid,  but  they  can  develop  it  only  very  incompletely ;  they 
do  not  give  it  a  general  facility  which  finds  application  in  the  exercise 
of  all  professions,  all  arts,  and  in  many  circumstances  which  are  pre- 
sented by  practical  life.  Gymnastics,  properly  so  called,  are  of 
scarcely  more  account  in  this  respect.  They  strengthen  the  muscles 
but  they  do  not  train  the  technical  aptitude  of  the  hand. 

The  education  of  the  child  is  incomplete  if  it  has  only  taught  him 
to  think,  if  it  only  furnishes  him  with  theoretical  ideas.  It  must 
develop  all  his  faculties,  including  manual  skill.  The  child  should 
not  receive  a  preparation  exclusively  literary  and  scientific ;  he  should 
also  be  prepared  for  the  arts,  the  trades,  the  industries — that  is  to  say 
should  be  initiated  to  all  the  forms  of  human  activity.  General  man- 
ual skill  can  only  be  developed  by  exercises  which  demand  the 


552  REPORT  OF  THE 

methodical  handling  of  numerous  tools.  The  teaching  of  special 
trades  in  the  primary  school  is  out  of  the  question.  That  would  be  to 
turn  aside  the  school  from  its  true  aim,  which  is  the  intregal  and  har- 
monious cultivation  of  the  faculties.  In  the  same  way  as  instruction 
in  arithmetic,  geometrical  matters,  drawing,  writing,  etc.,  does  not 
propose  to  prepare  pupils  for  the  professions  of  the  engineer,  the  math- 
ematician, the  public  officer,  the  designer,  etc.,  so  the  primary  instruc- 
tion in  manual  training  does  not  design  to  form  workmen — carpenters, 
turners,  blacksmiths,  etc. 

It  will  be  objected  that  the  pupils  in  the  primary  school  have  al- 
ready enough  to  do.  This  is  true  as  respects  intellectual  work;  but  it 
is  certain  that  they  are  not  required  to  perform  any  serious  manual 
exercise.  Manual  work  differs  wholty,  moreover,  from  intellectual 
work.  The  latter  has  very  great  value,  but  the  child  does  not  appre- 
ciate its  necessity.  He  hardly  studies  at  all  for  the  love  of  study,  or 
because  he  perceives  the  importance  of  the  end  to  be  attained  ;  this 
end  escapes  his  notice.  He  learns  because  he  is  obliged  to  learn. 
Instruction  in  manual  work  is  altogether  different;  it  pleases  the  child 
because  he  finds  in  it  food  for  the  imperative  need  of  activity  which 
exists  in  him;  he  sees  the  results  of  his  efforts  and  can  appreciate 
them.  Thus,  when  a  young  boy  learns  to  conjugate  a  verb,  or  to  re- 
solve a  problem,  he  does  not  appreciate,  from  his  point  of  view,  the 
utility  of  the  efforts  which  he  is  required  to  make;  but  if  he  makes  a 
bench,  a  box,  etc  ,  he  sees  clearly  the  end  to  be  reached,  he  under- 
stands and  appreciates  for  himself  by  comparison  with  the  model, 
whether  his  work  is  well  or  ill  done.  It  is  observed  also  that  pupils 
are  much  better  pleased  with  the  exercises  of  the  shop  than  with  those 
of  the  class.  For  these  reasons  we  may  affirm  that  manual  occupa- 
tions have  more  educational  value  than  purely  intellectual  work; 
they  call  forth  to  a  high  degree  the  taste  and  the  love  for  work  in 
general. 

They  have  another  consequence  which  it  is  important  to  note;  they 
show  constantly  to  the  pupils  that  work  upon  material  has  a  great 
value  of  its  own;  they  inspire  respect  for  it,  and  thus  remove  the  too 
general  dislike  for  manual  labor  which  appears  everywhere  among 
the  children  of  the  people.  The  pedagogical  organization  of  instruc- 
tion in  manual  work  in  the  primary  schools  removes  one  of  the  causes 
of  the  desertion  of  trades  by  the  children  of  workmen  and  peasants. 
It  lessens  considerably  the  time  of  apprenticeship  to  a  trade.  The 
boy  who,  for  several  years,  has  been  exercised  in  educational  manual 
work  has  an  unquestionable  superiority  in  acquiring  rapidly  all  the 
practical  details  and  secrets  of  any  occupation  whatever.  But  manual 
work  is  necessary  also  for  all  pupils,  even  for  those  who  do  not  in- 
tend to  follow  trades.  Not  to  develop  skill  of  the  hand  is  to  deprive 
children  of  an  aptitude  which  is  of  great  importance  in  practical  life, 
and  which  is  a  source  of  healthful  diversions ;  it  is  to  act  with  as  little 


INDUSTRIAL  EDUCATION  COMMISSION.  553 

discrimination  as  if  one  should  not  cultivate  their  memory  or  any 
other  intellectual  faculty. 

The  child  who  is  trained  in  the  labors  of  the  shop  acquires  the  spirit 
of  order,  of  correctness;  his  desire,  as  experience  proves,  is  to  make 
his  article  the  best  possible,  and  this  desire  increases  with  the  increase 
of  skill.  By  constantly  comparing  his  work  with  the  model  which  he 
has  to  imitate  he  makes  note  of  progress,  sees  the  errors  which  he 
commits  and  corrects  them.  He  feels  that  without  order  it  is  impos- 
sible for  him  to  arrive  at  correct  execution.  The  habit  which  he  ac- 
quires in  the  shop,  of  working  with  order  and  correctness,  reacts  upon 
all  hi*  other  school  work. 

Every  teacher  knows  that  attention  is  the  essential  condition  of 
effective  study.  The  child  who  is  distracted  learns  nothing.  Without 
attention  there  are  neither  ideas,  nor  reflection,  nor  mental  develop- 
ment. A  routine  work  produces  inattention,  which  thus  becomes 
habitual.  But  there  are  trades  which  demand  a  constant  concentra- 
tion of  intelligence  upon  the  work  to  be  executed  and  which  train 
it  to  a  habit  of  attention.  Work  upon  material  gives,  moreover, 
clearer  perceptions  of  form,  of  dimensions;  it  trains  insight  in  the 
highest  degree.  Manual  occupations  well  directed  sharpen  the  sense 
of  sight;  develop  the  faculties  of  attention,  of  insight,  of  reflection 
and  exercise  the  spirit  of  combination.  When  the  choice  of  models 
to  be  executed  has  been  made  with  discrimination,  manual  exercises 
awaken  also  the  esthetic  sentiment  and  prevent  it  from  becoming 
perverted.  They  learn,  in  fact,  to  give  to  raw  material  an  irreproach- 
able form,  adapted  to  the  destination  of  the  object  fashioned. 

In  ordinary  lessons  children  remain  sitting  before  their  desk  during 
long  hours.  This  position  is  bad  ;  it  enfeebles  and  enervates  the  body, 
and  reacts  in  the  same  way  upon  the  mind.  School  gymnastics  are 
maintained  for  the  very  purpose  of  reestablishing  the  equilibrium  in 
the  organization,  through  increasing  functional  energy  and  conse- 
quently moral  energy.  Manual  occupations  exercise  an  analogous 
influence  if  they  are  chosen  among  those  which  require  the  pupil  to 
hold  himself  erect,  and  to  exert  himself  vigorously. 

We  have  more  than  once  heard  the  wish  expressed  in  Sweden  that 
manual  labor  might  be  introduced  into  the  secondary  and  upper 
schools  in  order  to  counteract  the  consequences  of  the  difficult  studies 
of  the  young  people.  [In  some  secondary  and  upper  schools  in  Sweden 
manual  training  has  already  been  introduced.]  It  is  frightful  to 
dwell  upon  the  disastrous  consequences  produced  by  the  regime  to 
which  more  students  are  subjected  who  intend  to  enter  the  liberal  pro- 
fessions. During  the  first  twenty  years  of  their  life  they  exhaust  their 
forces  by  a  very  intense  intellectual  labor.  "The  result  of  exclusive 
special  studies  has  been,  and  will  be  more  and  more,"  says  Mr.  H. 
Leneveux,  u  a  tendency  to  mental  alienation,  to  enfeeblement  and  to 
nervous  maladies."  The  same  author  indicates  manual  labor  as  an 


554  REPORT  OP  THE 

excellent  means  of  securing  the  regular  play  of  the  organs,  among 
those  persons  who  do  not  belong  to  the  class  of  workers  in  material. 

Such  are  the  principal  general  considerations  which  characterize 
manual  labor  in  a  pedagogical  point  of  view,  We  resume,  then,  by 
saying  that  it  has  for  its  aim  : 

1.  To  cause  the  child  to  acquire  a  general  skill  of  hand. 

2.  To  awaken  in  him  the  taste  and  the  love  of  labor. 

3.  To  call  forth  spontaneity — the  initiative. 

4.  To  give  him  experience  of  the  fact  that  order  and  correctness  in 
labor  are  necessary  elements  of  progress. 

5.  To  develop  the  faculties  of  attention  and  perception. 

6.  To  render  the  child  earnest  and  persevering. 

7.  To  inspire  the  esthetic  sentiment  without  allowing  it  to  become 
vague  or  exaggerated. 

8.  To  neutralize  the  injurious  effects  produced  upon  the  system  by 
intellectual  studies,  and  by  the  sitting  position  which  the  child  must 
maintain  during  the  ordinary  lessons. 

(b)   The  Choice  of  Manual  Occupations. 

The  choice  of  manual  exercises  to  be  introduced  into  the  primary 
school  for  the  purpose  of  attaining,  as  completely  as  possible,  the 
pedagogical  end  which  we  have  set  forth,  is  not  a  matter  of  indiffer- 
ence. It  is  necessary,  in  fact,  to  take  account  of  numerous  conditions 
which  affect  the  question  ;  conditions  which  are  not  found  combined 
in  most  trades.  Rousseau,  in  "Emile,"  gives  emphasis  on  this  point 
to  the  considerations  which  we  are  about  to  name,  because  the  most 
of  them  tend  to  the  object  to  be  reached. 

First.  He  rejects  at  the  outset  '•  every  sedentary  and  indoor  occu- 
pation, which  effeminates  and  weakens  the  body." 

The  professions  of  this  kind  are  neither  agreeable  nor  fitting  for 
children.  ******  We  should  then  omit  at 
the  outset  trades  like  that  of  the  tailor,  which  cannot  develop  the  gen- 
eral energy  of  the  body. 

Second.  "  I  forbid  to  my  pupil  unhealthful  trades." 

Third.  "It  is  necessary,  also,  to  make  account  of  cleanliness.  I 
shall  not  make  of  your  son  a  horse-shoer,  an  iron- worker,  a  blacks- 
smith;  I  should  not  like  to  see  him  at  the  forge  in  the  form  of  a 
cyclops;  moreover,  I  shall  not  make  him  a  mason,  still  less  a  shoe- 
maker. It  is  necessary  that  all  trades  be  carried  on,  but  whoever  is 
at  liberty  to  make  a  choice,  should  have  regard  to  cleanliness,  for  that 
is  not  a  matter  of  opinion;  on  this  point  the  feeling  decides  for  us." 

Almost  all  children  have  already  too  great  a  propensity  to  neglect 
the  cares  of  cleanliness,  and  even  to  begrime  themselves  deliberately. 
Education  should  tend  constantly  to  overcome  this  tendency;  for 
cleanliness  is  not  only  necessary  in  the  hygienic  point  of  view,  it  is 
almost  a  virtue;  it  is  closely  connected  with  morality.  When  one 


INDUSTRIAL  EDUCATION  COMMISSION.  555 

sees  children  slovenly,  neither  washed  nor  combed,  their  clothing 
soiled  and  ragged,  One  may  be  certain  that  in  the  family  and  in  the 
school  the  spirit  of  order  does  not  exist;  that  neglect  of  duties  is  there 
the  rule. 

Fourth.  "  Finally,  I  should  not  like  those  stupid  occupations,  the 
laborers  in  which,  listlessly  and  almost  automatically,  use  only  their 
hands  at  the  same  round  of  work — the  weavers,  the  stocking  makers, 
the  stone-cutters.  Why  should  a  man  of  sense  engage  in  these  trades  ? 
He  is  one  machine  that  works  another  1" 

Trades  of  this  nature  are  not  appropriate  to  the  primary  school- 
They  train  manual  skill  but  little,  and  clog  the  intelligence  instead  of 
awakening  it  We  should  exclude  all  occupations  which  demand  only 
restricted  and,  as  it  were,  automatic  movements,  and  especially  those 
in  which  the  work  is  done  by  a  machine,  the  duty  of  the  workman 
being  simply  to  put  the  raw  material  in  place,  and  then  wait  until  it 
is  transformed.  These  occupations  have  no  educational  value;  they 
do  not  keep  the  attention  and  the  reflection  awake;  they  bring  no 
satisfaction  to  the  child,  whom  they  reduce  simply  to  the  watcher  of 
a  machine. 

Fifth.  Division  of  labor,  pushed  to  the  extreme  in  modern  indus- 
try, has  created'  a  crowd  of  occupations,  in  which  the  workman  is  no 
longer  a  true  artisan,  transforming  raw  material  into  works  complete 
in  themselves,  and  bearing  the  stamp  of  his  own  individuality.  The 
principle  of  the  division  of  labor  is  certainly  excellent  in  the  econo- 
mic point  of  view,  since  it  permits  the  production  of  abundance  of 
useful  objects  at  a  cheap  rate,  but  it  is  an  error  to  suppose  that  an  ex- 
treme division  of  labor  is  favorable  to  the  intellectual  development 
of  the  workman  because  it  leaves  him  free  to  think  of  something  else 
while  his  hands  are  executing  very  pimple  movements — always  the 
same — and  requiring  scarcely  any  reflection.  In  reality,  routine  work 
produces  stupidity ;  it  transforms  the  workman  into  a  veritable  ma- 
chine, unless  he  is  exceptionally  gifted. 

The  child,  as  we  have  already  said,  cannot  find  satisfaction  except 
in  works  the  object  of  which  clearly  appears  to  him.  To  require 
him  to  make  an  article  which  is  to  pass  through  the  hands  of 
many  other  pupils  before  being  completed,  is  surely  to  awaken  in  him 
a  disgust  for  labor.  Under  such  conditions  the  responsibility  is  di- 
vided. What  cares  the  pupil  whether  the  piece  upon  which  he  is 
working  is  correctly  executed?  It  is  going  to  be  taken  by  another, 
who  will  make  of  it  what  he  wishes ;  as  for  him,  he  finishes  his  task 
well  or  ill.  What  direct  interest  has  he  in  doing  the  best  possible  ? 
If  the  completed  object  is  defective,  he  is  not  concerned — it  is  not  his 
work.  In  the  school  it  is  necessary  to  require  the  same  pupil  to  give 
to  the  raw  material  a  definitive  form  without  the  cooperation  of  any 
other  person,  that  he  may  be  able  to  claim  the  work  as  his  own,  and 
one  for  which  he  holds  the  entire  responsibilly. 


556  REPORT  OF  THE 

The  occupation  to  be  chosen,  then,  should  be  one  which  does  not 
demand  division  of  labor,  and  this  condition  considerably  limits  the 
choice. 

Sixth.  It  is  sufficient  merely  to  note  the  necessity  of  given  1o  chil- 
dren only  such  occupations  as  are  proportioned  to  their  physical 
strength.  If  too  violent  efforts  are  required — too  fatiguing — they 
exhaust  and  repel ;  but,  if  they  are  too  easily  executed,  if  they  do 
not  require  a  sustained  attention  and  do  not  present  increasing  diffi- 
culties of  execution,  they  do  not  sufficiently  exercise  the  faculties,  or 
increase  the  physical  vigor,  or  cultivate  a  habit  of  preserverance. 

Seventh.  On  the  other  hand,  the  exercises  should  constitute  a  pro- 
gressive series,  gradually  increasing  the  difficulties  of  execution, 
demanding  greater  and  greater  energy  and  attention,  so  that  each 
work  may  be  a  little  more  difficult  than  that  which  has  preceded,  and 
may  prepare  for  that  which  is  to  follow.  This  is  the  necessary  condi- 
tion for  supporting  emulation,  exciting  diligence  and  perseverance, 
and  assuring  the  constant  progress  of  the  pupil. 

Eighth.  The  nature  of  the  objects  to  be  made  by  the  pupils  is  a 
very  important  question.  It  touches  considerations  of  a  high  order, 
which  do  not  appear  at  first  sight,  and  in  respect  to  which  we  must 
speak  more  fully. 

At  Naas  all  work  de  luxe,  work  of  fancy  and  diversion,  is  prohib- 
ited. The  method  requires  the  making  of  useful  objects,  which  can 
be  employed  in  the  family  of  the  children  attending  the  school.  Their 
nature  is  determined  by  the  social  position  of  the  parents  of  the  pu- 
pils. These  belong  generally  to  the  agricultural  or  industrial  classes, 
like  the  immense  majority  of  those  who  in  all  countries1  attend  the 
public  school. 

The  term  "  luxe  "  is  relative.  Many  an  object  considered  as  useful 
in  the  house  of  a  rich  townsman,  would  be  out  of  place  in  the  lowly 
home  of  a  workman  or  ol  a  peasant.  For  these  last  a  luxury  is  every- 
thing which  is  not  directly  usable  in  the  household ;  and  we  have 
in  view  here  the  education  of  the  children  of  the  most  numerous 
social  class,  that  which  lives  by  manual  labor.  It  is  of  the  highest 
importance  not  to  cultivate  in  them  a  taste  for  useless  trifles. 
The  time  which  they  spend  at  school  i*  too  short,  the  practical  neces- 
sities of  life  too  imperious,  to  permit  the  expenditure  of  effort  in  teach- 
ing them  to  construct  articles  purely  ornamental.  This  question  has 
moreover,  a  moral  bearing  which  should  fix  attention.  Experience 
has  proved  that  children  who  are  taught  at  the  outset  to  make  articles 
of  luxury,  experience,  in  consequence,  a  great  repugnance  for  labors 
which  are  merely  indispensable  or  useful ;  thus  young  girls  who  have 
commenced  by  making  embroidery,  or  other  works  of  this  kind,  think 
they  lower  themselves  by  engaging  in  the  cares  of  the  household,  the 
repair  of  clothing,  the  making  of  ordinary  garments,  all  things  which 
they  consider  common  and  unworthy  of  themselves.  In  the  same  way 


INDUSTRIAL  EDUCATION  COMMISSION.  557 

most  of  the  boys  who  are  taught  to  make  purely  ornamental  articles, 
such  as  little  frames,  little  boxes,  and  so  many  other  trifles  of  doubtful 
taste,  frjm  cut  wood  or  card-board,  shows  nothing  but  disdain  for  more 
serious  works.  Owing  to  their  ignorance,  false  notions  are  instilled 
into  them  concerning  the  aim  and  the  dignity  of  labor;  they  come  to 
distinguish  common  labors  (which  they  look  upon  as  unworthy  of 
themselves)  and  honorable  labors,  when,  on  the  other  hand,  they 
should  be  impressed  as  early  as  possible  with  the  profound  truth  that 
all  useful  labor  is  honorable  to  him  who  performs  it. 

We  insist  upon  the  importance  of  this  principle  because  in  many 
civilized  countries  many  children  of  workmen  and  of  peasants  show  a 
strong  tendency  to  despise  manual  labor;  aspire  to  abandon  the  con- 
dition of  their  parents  and  to  embrace  occupations  which  they  con- 
sider far  superior,  such  as  those  of  employes  in  commercial  houses  or 
in  public  offices. 

By  organizing  a  serious  teaching  of  manual  work  in  the  public 
schools,  and  by  excluding  severely  from  the  series  ot  occupations 
those  which  have  no  other  aim  than  the  gratification  of  taste  or  luxury, 
these  children  will  be  inspired  with  a  respect  and  taste  for  the  useful 
occupations  which  their  parents  followed.  We  think  that  the  prin- 
ciple above  expressed  should  be  applied  even  in  schools  attended  by 
children  of  well  to-do  families.  They  have  only  too  much  occasion, 
in  the  condition  in  which  they  live,  to  employ  themselves  with  trifling 
things,  and  to  attach  to  them  an  importance  which  they  do  not  right- 
fully merit.  By  requiring  them  to  perform  labors  really  useful,  we 
should  counteract,  to  some  extent,  the  false  effects  of  a  domestic  edu- 
cation often  badly  directed. 

The  question  has  been  raised  whether  it  is  desirable  to  teach  chil- 
dren to  make  toys.  This  kind  of  work  has  been  thrown  aside  for  vari- 
ous reasons  : 

(1.)  The  instruction  in  Slojd  is  given  to  children  from  ten  to  fifteen 
years  of  age.  Sons  of  peasants  or  of  workingmen,  they  are  about 
to  enter  upon  life,  and  it  is  important  to  prepare  them  for  it ;  the 
making  of  useless  and  trifling  things  like  toys,  would  be  in  con- 
tradiction to  this  aim. 

(2.)  Toys  at  this  age  produce  only  a  brief  pleasure. 

(3.)  Children  experience  no  more  pleasure  in  making  toys  than  in 
making  objects  which  they  carry  home,  and  which  are  utilized  in  the 
household. 

(4.)  Parents  do  not  esteem  the  labor  which  produces  only  a  toy, 
while  they  do  appreciate  useful  objects.  When  the  child  brings  from 
school  an  object  of  this  kind,  they  show  their  satisfaction,  praise  and 
encourage  the  little  workmen.  The  article  is  immediately  utilized  in 
the  family,  and  serves  a  long  time  with  a  pleasure  always  new.  A 
toy  does  not  produce  this  general  satisfaction,  which  is,  lor  the  child, 
a  strong  stimulus. 


558  REPORT  OP  THE 

At  the  opening  of  the  primary  school  at  Naas  the  children  were  re- 
quired to  make  purely  ornamental  articles  and  toys.  The  parents 
showed  themselves  altogether  unfavorable  to  this  kind  of  work. 
They  said  that  their  children  were  required  to  lose  precious  time.  It 
became  necessary  to  pay  them  forty  ores  a  day  (about  eleven  cents) 
to  induce  them  to  send  their  children  to  the  Slojd  school.  Aiter  this 
all  objects  without  practical  utility  were  excluded,  and  since  that  time 
parents  take  pleasure  in  seeing  their  children  follow  the  course  of 
manual  work.  At  the  congress  of  teachers  in  1883  this  topic  was  a 
subject  of  lively  discussion,  but  the  view  of  Mr.  Salomon  respecting 
the  nature  of  the  objects  to  be  made  in  the  Slojd,  was  almost  unani- 
mously approved  by  the  members  present. 

It  may  be  affirmed  that  the  Slojd  has  profoundly  rooted  itself  in 
the  soil  of  Sweden,  only  because  of  its  character  of  immediate  utility, 
which  has  caused  it  to  be  appreciated  by  the  people,  and  which  has, 
moreover,  strictly  conformed  to  the  principles  of  a  serious  education. 
Here,  still,  Eousseau  was  right  in  saying,  u  I  wish  absolutely  that 
Emil  learn  a  trade.  Do  you  say,  '  at  least  an  honorable  trade  ? '  What 
does  this  word  mean  ?  Is  not  every  trade  honorable  which  is  useful 
to  the  public  8  I  do  not  wish  that  he  be  an  embroiderer,  or  a  gilder, 
or  a  varnisher,  like  Locke's  gentleman ;  1  would  rather  have  him  pave 
the  highway  than  make  flowers  on  porcelain.  Thus,  coming  back 
to  the  first  word,  let  us  take  an  honorable  trado  ;  but  let  us  remember 
always  that  there  is  nothing  honorable  without  usefulness." 

Ninth.  Manual  labor  should  regard  the  making  of  objects  which 
develop  the  esthetic  sentinment  by  their  purity  of  form.  This  propo- 
sition is  not  opposed  to  the  prohibition  of  objects  of  luxury  and  mere 
ornament.  Useful  objects,  employed  in  the  household,  are  susceptible 
of  a  certain  touch  of  good  taste  when  they  are  made  with  exactness, 
correctness  and  neatness.  True  beauty  is  not  found  in  superfluous 
ornament ;  it  has  been  rightly  said  that  the  beautiful  is  the  splendor 
of  the  true. 

The  searching  for  ornament  exclusively,  is  characteristic  of  art  in 
decline;  it  may  be  observed  in  a  great  number  of  works  are  called 
artistic  in  our  time — monuments,  furniture,  etc.  It  is  necessary  to 
guard  against  this  with  care  in  primary  instruction  in  general,  and 
particularly  in  manual  training.  True  beauty  resides  in  harmony  and 
symmetry,  which  require  that  every  article  be  perfectly  adapted  to  its 
use,  occupy  exactly  the  necessary  space,  without  having  too  much  or 
too  little  of  anything — all  the  parts  well  balanced  and  blending  in 
unity.  Every  useful  object,  however  common  it  may  be,  can  be  made 
crudely  or  tastefully.  Thus  in  the  composition  of  the  series  ol  models, 
usefulness  will  be  kept  in  view  with  reference  to  the  social  rank  oc- 
cupied by  the  pupil ;  but  the  most  elegant  possible  form  should  always 
be  given  to  articles.  In  this  way  the  Slojd  will  have  a  truly  educative 
influence ;  not  only  will  it  develop  skill  of  the  hand,  accuracy  of  the 


INDUSTRIAL  EDUCATION  COMMISSION. 


559 


eye,  but  it  will  also  satisfy  the  sentiment  of  the  beautiful,  while  pre- 
venting it  from  going  astray  or  predominating  exclusively. 

Such  are  the  principles  which  guided  Mr.  Salomon  in  the  choice  of 
occupations  to  introduce  into  the  primary  school. 

We  sum  them  up  by  saying  that  the  manual  occupations  of  the 
primary  school  should  answer  the  following  conditions  : 

1.  They  should  exercise  manual  skill  as  completely  as  possible ; 

2.  Should  concentrate  attention  and  keep  the  intelligence  alert ; 

3.  Should  accustom  to  work  with  order,  correctness  and  neatness ; 

4.  Should  require  only  the  making  of  objects  of  general  utility  ; 

5.  Should  develop  the  esthetic  sentiment  without  exaggerating  or 
misdirecting  it; 

6.  Should  include  the  making  of  complete  objects,  executed  without 
involving  the  division  of  labor; 

7.  Should  be  proportioned  to  the  physical  strength  of  the  children; 

8.  Should  be  hygienic,  develop  the  general  vigor,  and  be  executed, 
as  far  as  possible,  in  a  standing  position ; 

9.  Should  present  a  progressive  series — that  is  to  say,  graduated 
with  reference  to  difficulty  of  execution. 

In  primary  schools  of  manual  training,  the  choice  of  occupations  has 
been  confined,  in  general,  to  the  following  : 

1.  Iron  working:  forging,  lockmaking. 

2.  Working  in  straw  and  willow  :  basketmaking. 

3.  Working  in  paper  and  card-board  :  cartonnage,  book-binding. 

4.  Wood-working :  turning,  sculpture,  carpentry,  wooden-ware. 
The  following  table  indicates,  briefly,  for  each  occupation,  which 

of  the  above-named  conditions  they  satisfy  : 


"rt 

i 
3 

1 

h 

0 

i 

9 

2 
a 

1 

1  , 

§' 

| 

1 

ID 

5 

fl 

bo 

i 

g. 

0 

•~  v 

^ 

i 

x 

B5 

ft  . 

rt    • 

0>     - 

« 

0 

z. 

-C  3* 

i 

£3 

£  5 

j| 

« 

fl 

s 

13  fe 

*  2 

$.  so 

H 

3 

0 

o 

0 

Q 

525 

U  OQ 

o 

G^ 

S 

Iron-working,  .  .  . 

No, 

± 

+ 

No, 

Limited, 

Slight, 

No, 

Yes, 

No, 

? 

Basket-work,     .  .  . 

No, 

Yes. 

Yes, 

Yes, 

Yt-s, 

Yes,      . 

No  , 

Incomplete, 

Yes. 

Binding,       .      ... 

No, 

Yts, 

Yes, 

Yes, 

Limited, 

Yes,     . 

Yes, 

N<> 

No, 

Limited. 

Card-  Board  work,  . 

No, 

Yes, 

Yes, 

Yes, 

Limited, 

Yes, 

No, 

No,    .... 

Yes. 

Wood-working,    .  . 
Carving,              .  .  . 

Yes, 
No, 

^es, 

Yes, 

Yes, 

Yr«, 

Yes, 
Yes* 

Yes,  .  .  . 
NO.    . 

Yes,      . 
Yes, 

Yes. 
Yes, 

Yes, 
No, 

Yes,  
Yes,     .... 

Yes. 

Yes. 

Turning,    .  .         .  . 

No, 

Yes, 

Yes, 

Yes, 

Yts, 

Yea, 

Yes, 

Yes 

Yes, 

Yes. 

' 

Observations  on  the  above  Table. 

1.  Iron- working,  forging,  lockmaking.  Work  with  the  file  and  the 
hammer  increases  the  vigor  of  the  arm,  but  does  not  exercise  the  hand 
in  many  directions ;  it  benumbs  it,  rather. 

The  apprenticeship  is  hard  and  long.  The  attention  is  not  awak- 
ened except  in  one  who  already  knows  the  trade  quite  well,  but  the 
beginner  works  without  having  this  faculty  appealed  to.  Work  with 


560  REPORT  OF  THE 

the  file  is  too  mechanical ;  the  great  hammer  of  the  forge  room  is  too 
heavy  for  the  child  to  handle.  The  articles  which  pupils  from  ten  to 
fourteen  years  can  be  required  to  make  are  rarely  of  immediate  use 
in  the  household ;  the  forms  are  too  little  varied  to  exercise  the  sense 
of  the  beautiful. 

2.  Basketmaking.     The  fingers  alone  are  effectively  exercised;  the 
trade  is  too  poor  in  tools  to  allow  very  varied  movements ;  the  chil- 
dren cannot  make  a  complete  basket  from  the  beginning — the  rim  is 
too  dificult  to  make;  the  teacher  then  must  take  part  in  completing 
the  work  of  the  scholar.     Large  baskets  require  efforts  which  the  child 
cannot  make;  the  work  is  done  in  a  sitting  posture  and  does  not  de- 
velop the  general  vigor  of  the  body. 

3.  Book  binding     The  general  and  direct  utility  of  this  trade  with 
reference  to  the  pupil  and  hh  family,  is  very  limited.     Children  rarely 
succeed  in  binding  a  book  well.     At  Gothembourg  it  has  been  observed 
that  out  of  sixty  six  pupils,  only  two  (three  per  cent.)  obtained  satis- 
factory results.     A  progressive  series  of  exercises  in  binding  is  possi- 
ble, but  it  is  very  limited. 

4.  Cartonnage.    This  work  fulfils  nearly  all  the  conditions,  but  is 
little  favorable  to  the  development  of  physical  vigor.     It  has  few  ap 
plication  in  practical  life.     It  secures  flexibility  of  the  fingers ;  but 
not  enough  of  the  general  facility  of  the  hand. 

5.  Wood-work  is   the   most  favorable.     Rosseau   understood   this 
well.     "Everything  considered,  the  trade  which  I  would  prefer  my 
pupil  to  have  a  taste  for,  is  that  of  the  carpenter.     It  is  clean  ;  it  is 
useful ;  it  can  be  exercised  in  the  house  ;  it  keeps  the  body  sufficiently 
erect;  it  requires  in  the  workman  skill  and  industry,  and  in  the  form 
of  works  which  utility  determines,  elegance  and  taste  are  not  ex- 
cluded." 

This  the  conclusion  which  has  been  reached  at  Naas.  The  Slojd 
there  includes  the  making  of  one  hundred  household  articles  in  wood. 
It  is  not  carpentry,  properly  so  called  ;  it  is,  rather,  a  combination  of 
carpentry,  of  wooden  ware,  of  turning  and  of  carving.  The  tools  are 
forty- six  in  number.  They  comprise  the  ordinary  instruments  of  car 
pentry,  with  the  addition  of  the  knife  (wabstrinque,  a  curved  knife 
which  is  employed  to  hollow  out  spoons),  chisels  and  gouges  for  wood 
turning, 

The  knife — unknown  in  carpentry  properly  so-called — is  very  much 
employed  in  the  Slojd.  The  Swedish  peasants  make  use  ol  it  to  cut  out  a 
multitude  of  articles  in  wood.  Their  children  have  use  of  this  instru- 
ment long  before  the  age  of  admission  to  the  shop  of  the  school.  Ad- 
vantage is  taken  of  this  preliminary  acquisition;  the  knife  is  often 
used  in  making  the  models  of  the  series. 

Carving  and  turning  occupy,  however,  only  a  limited  place  in  this 
method.  They  do  not  sufficiently  meet  the  required  conditions. 
Carving  is  done  in  a  sitting  posture  and  only  requires  limited  move- 


INDUSTRIAL  EDUCATION  COMMISSION.  561 

ments  of  the  arm  and  of  the  hand  ;  moreover,  the  time  is  too  short  to 
admit  of  the  pupil  occupying  himself  with  many  special  exercises  in 
carving.  It  is  used,  however,  to  some  extent,  in  order  to  give  to  some 
articles  an  artistic  touch  by  a  very  simple  ornamentation. 

The  work  in  turning  is  sufficiently  hard,  and  is  not  without  danger. 
Furthermore,  it  requires  one-sided  effort;  it  cannot,  therefore,  be  al- 
lowed a  preponderant  place  in  work  of  the  school.  In  short,  wood- 
working, without  carving  or  turning,  is  enough  for  the  general  end  in 
view. 

In  their  totality,  the  exercises  of  the  Sldjd  give  occasion  to  handle 
all  the  tools  which  are  employed  in  wood- working.  To  execute 
all  the  manipulations  proper  to  this  kind  of  work  the  pupils  learn 
even  to  make  various  kinds  of  joinings.  When  they  have  made  the 
one  hundred  models,  one  can  say  that  the  pedagogical  aim  of  the 
Slojd  is  completely  attained.  They  have  acquired  this  general  facility 
of  the  hand  which  finds  so  many  applications  in  practical  life  ;  and, 
whatever  manual  occupation  they  may  choose  they  accomplish  their 
apprenticeship  in  it  much  more  rapidly,  and  they  are  fitted  to  follow 
with  success,  many  trades. 

The  articles  made  by  the  pupils  are  neither  polished  nor  colored. 
Experience  has  shown  that  children  from  ten  to  fifteen  years  of  age 
do  not  succeed,  in  general,  in  applying  color  well,  or  in  polishing 
wood  satisfactorily.  Another  and  more  important  reason  tends  to 
favor  this  prohibition ;  the  child  has  a  natural  inclination  to  conceal 
the  defects  of  his  work,  and  he  succeeds  in  this  by  the  application  of 
paint  or  of  polish;  he  gives  a  passable  exterior  aspect  to  an  article  of 
doubtful  merit;  he  thus  habituates  himself  not  to  do  his  work  con- 
scientiously, and  comes  to  attach  more  importance  to  that  which  ap- 
pears than  to  that  which  is.  If  the  objects  must  be  executed  in  wood, 
without  the  use  of  means  to  give  them  a  deceptive  appearance,  he 
applies  all  his  care  to  reach  the  highest  possible  degree  of  perfection  ; 
he  sees  at  once  the  defects  of  his  work,  and  corrects  them.  Further- 
more, it  is  not  true  that  an  object  is  more  beautiful  because  it  is 
painted  or  polished ;  it  should  be  beautiful  by  its  correctness  of  form 
and  of  execution. 

It  has  been  objected  that  a  polished  household  article  retains  its 
neatness  longer ;  but  even  in  this  point  of  view  it  is  desirable  to  do 
without  it ;  it  is  necessary  to  accustom  the  children  to  keep  the  ob- 
jects which  they  have  made  in  the  neatest  possible  way. 

The  pupils  can  only  employ  in  their  work  a  minimum  of  material ; 
this  is  a  principle  of  economy  which  they  are  taught  to  apply  in  the 
shop;  it  is  well  that  this  habit  be  formed  from  an  early  age.  This 
material  is  exclusively  wood,  because  it  his  been  shown  that  wood 
working  is  most  suitable,  and  because  it  is  a  common  material,  easy 
to  procure,  and  finally  because,  in  general,  it  is  necessary  in  construc- 
36  ED.  COM. 


562  EEPORT  OP  THE 

tion  to  limit  expenses  as  far  as  possible  — to  make  simple  objects,  to 
use  a  single  material. 

In  the  series  of  the  hundred  models  at  Naas  only  a  few  objects  re- 
quire the  employment  of  any  other  material,  except  nails,  tacks, 
hinges,  etc.  These  are,  moreover,  used  in  carpentry.  The  pupils 
learn  to  work  different  kinds  of  wood — soft  and  hard.  One  is  quite 
tempted  to  think  that  soft  wood  lends  itself  always  more  readily  to 
the  action  of  tools  ;  practice  proves,  however,  that  in  many  cases  it  is 
easier  to  work  hard  wood.  The  use  to  which  some  articles  are  put 
requires  hard  wood,  others  soft.  The  employment  of  different  kinds 
of  wood  allows  a  better  gradation  of  difficulties. 

The  great  variety  of  articles  of  the  series  is  justified  by  the  neces- 
sity of  always  interesting  the  child  in  his  work.  We  have  already 
said  many  times,  and  the  principle  is  so  important  that  we  do  not 
hesitate  to  repeat  it,  the  pupil  who  is  required  to  make  numerous  spec- 
imens of  any  article  whatever  becomes  listless,  works  without  enjoy- 
ment, makes  no  progress.  There  are  found  in  the  series  of  Naas 
objects  of  the  same  kind — many  spoons,  many  boxes,  many  boot- 
jacks, etc.— but  they  are  not  immediately  repeated  ;  they  present  dif- 
ferent degrees  of  difficulty  of  execution,  and  the  pupil  does  not  pass 
directly  from  one  to  the  other. 

We  insist  also  on  the  gradation  in  the  labors  of  the  Slojd.  It  is  a 
general  principle  of  pedagogics,  that  all  instruction  should  proceed 
from  the  easy  to  the  difficult ;  from  the  simple  to  the  complex ;  this 
principle  is  respected  in  the  series  of  Naas.  It  cannot  appear  clearly 
to  the  eyes  of  those  who  see  the  models  arranged  in  the  school 
museum  ;  this  was  also  our  first  impression ;  but  we  set  ourselves  to 
work,  and  in  a  few  weeks  we  had  made  thirty  of  these  models  in  the 
order  of  the  series.  We  can  thus  declare  with  certain  knowledge 
that  i  he  gradation  really  exists,  and  that  it  would  be  difficult  to  arrange 
it  better.  Let  it  be  recalled,  furthermore,  that  this  series,  as  we  have 
already  said,  is  not  the  product  of  pure  theory,  which  is  almost  always 
at  fault  in  dealing  with  material  needs;  it  is  the  fruit  of  long  and 
patient  experimenting.  Mr.  Salomon  and  his  colleague,  Mr.  Johanson, 
tried  many  hundred  models  before  they  came  to  settle  upon  the  series 
actually  used.  The  gradation  is  obtained  sometimes  by  the  use  of  a 
new  tool;  sometimes  by  another  method  of  handling  a  tool  already 
familiar;  sometimes  by  the  nature  of  the  wood,  as  soft  or  hard;  by  the 
greater  dimensions  of  articles  ;  by  different  modes  of  joining ;  by  the 
intervention  of  the  lathe  or  carving  tools.  The  scholar  who  has  exe- 
cuted the  first  twenty-five  numbers  could  not  successfully  undertake 
at  once  the  fiftieth  or  seventieth  number.  The  intermediate  steps  of 
the  series  are  necessary  ;  there  is  no  gap.  The  child  who  follows  the 
regular  course  is  never  in  the  presence  of  insoluble  difficulties;  he  can 
begin  without  hesitation,  for  the  first  works  are  simple  and  easy ;  from 
the  first  lesson  of  the  Slojd  he  sees  his  efforts  end  in  a  good  result 


INDUSTRIAL  EDUCATION  COMMISSION.  563 

which  encourages  him  and  stimulates  his  ardor;  he  aspires  constantly 
to  execute  more  difficult  models,  and  he  acquires  every  day  the  con- 
viction more  and  more  that  he  can  succeed. 

In  the  description  which  we  have  given  of  a  lesson  in  Slojd  we  have 
described  the  role  of  the  teacher.  It  proceeds  from  this  principle  : 
that  the  development  of  the  child  should  go  on  by  itself  spontaneously 
in  order  that  he  may  learn  to  make  use  of  his  own  powers,  in  order  to 
overcome  alone  the  difficulties  and  to  resolve  the  problems  which 
present  themselves.  It  is  the  principle  of  self  help,  the  application  of 
which,  in  education,  makes  original  and  energetic  men.  The  teacher 
could  not  reach  this  result  by  conveying  merely  his  own  knowledge 
to  his  pupils,  by  aiding  them  directly  in  their  work,  by  undertaking 
himself  to  make  the  difficult  parts  of  the  model,  or  by  giving  the  last 
touch  to  the  work  of  the  pupil.  In  the  system  of  Naas  the  child  be- 
gins and  finishes  his  work  alone;  and  he  is  able  to  do  it  because  the 
series  is,  as  we  have  said,  perfectly  graded.  The  teacher  shows  how 
the  tool  is  handled  in  such  and  such  cases,  but  he  does  not  make  his 
demonstration  on  the  article  which  the  scholar  is  to  execute.  The 
article  being  finished,  he  submits  it  to  a  comparison  with  the  model ; 
he  makes  its  want  of  correctness  appear,  which,  if  possible,  is  imme- 
diately corrected  by  the  pupil ;  if  the  work  cannot  be  rectified,  the 
teacher  breaks  it  and  throws  it  away,  and  it  is  done  over  again. 
When  the  child  has  correctly  completed  his  model,  he  carries  it  home ; 
it  is  his  own  work  for  himself;  no  one  has  worked  with  him  ;  he  can 
show  it  with  pride,  for  he  has  applied  his  intelligence  and  his  activity 
to  a  useful  thing,  which  will  be  received  with  satisfaction  by  his 
parents.  The  modest  homes  of  the  peasants  of  Naas  are  thus  con- 
stantly enriched  by  the  work  of  the  children.  Is  it  not  an  admirable 
organization,  well  calculated  to  render  the  school  truly  popular,  to 
introduce  into  families  habits  of  serious  industry,  and  to  inspire  in 
children  at  once  respect  for  the  work  of  the  hands,  and  love  for  the 
domestic  fireside  ?  This  is  the  true  foundation  of  happiness  and  of 
morality. 

We  should  however,  remark  a  gap  in  this  instruction.  The  pupils 
work  only  according  to  models  in  wood;  at  the  same  time  they  follow, 
at  school,  a  course  in  linear  drawing;  why  are  they  not  exercised  in 
applying  directly  their  drawing  to  manual  work?  Surely,  as  it  is  or- 
ganized at  Naas,  the  Slojd  gives  excellent  results  We  have  remarked 
it,  and  we  repeat  it,  it  develops  largely  manual  skill,  earnestness,  at- 
tention, perseverance,  and  it  inspires  a  taste  for  labor;  but  it  holds 
the  pupils  too  narrowly  to  the  reproduction  without  variation  of  the 
models  given.  The  child  becomes  a  workman,  active,  correct,  pains- 
aking,  conscientious ;  but  he  has  not  sufficient  occasion  to  develop 
his  spirit  of  initiative;  his  imagination  cannot  take  the  least  flight,  it 
is  shut  up  in  an  iron  circle.  We  think  that  manual  labor  would  gain 
much  as  an  educating  force  if  it  were  intimately  connected  with  instruc- 


564  REPORT  OF  THE 

tion  in  drawing  and  geometrical  forms.  It  is  necessary  to  accustom 
die  pupils  to  work,  not  only  after  models,  but  also  after  drawings. 
The  educational  value  of  drawing  is  indisputable.  The  methodical 
teaching  of  this  subject  habituates  the  mind  to  attention,  teaches  it 
to  analyze,  to  combine  forms;  it  gives  to  the  thought  a  correct,  exact, 
clear  expression ;  it  makes  the  imagination  fruitful,  develops  the 
taste,  makes  the  hand  supple.  In  respect  to  manual  labor,  drawing 
has  an  importance  which  no  one  can  fail  to  observe.  By  the  purifi- 
cation of  the  taste,  the  adornment  and  multiplication  of  forms,  it 
leads  to  the  application  of  art  to  industry;  it  is  the  necessary  foun- 
dation of  manual  occupations  which  aim  to  reproduce  forms  in  mate- 
rial ;  as  it  takes  account  of  no  conditions  except  such  as  relate  to 
form,  it  finds  application  in  all  industries,  whatever  may  be  the  raw 
material  upon  which  they  are  employed.  This  can  be  seen  in  all 
trades ;  the  tailor  designs  his  patterns  ;  the  carpenter  works  after  pro 
Hies;  the  engraver  begins  by  drawing  a  sketch  of  the  ornamentation 
which  he  proposes  to  reproduce  upon  wood,  stone  or  metal.  For  all 
material  arts,  drawing  is  the  language  par  excellence,  of  a  clearness, 

precision  and  conciseness,  which  the  language  of  words  cannot  attain. 
*  *  *  * 

These  principles  are  not  contested  ;  why  are  they  not  applied  in  the 
exercises  of  the  shops  attached  to  schools  ?  It  has  been  said  to  us  that 
this  application,  so  evident  in  theory,  meets  great  difficulties  in  prac- 
tice ;  that  children  of  ten  to  fourteen  years  do  not  know  how  to  de- 
sign or  to  interpret  designs  in  such  manner  as  to  work  correctly  ac- 
cording to  graphic  representations.  To  what  must  be  attributed  the 
slight  progress  which  pupils  of  the  primary  schools  general  ly  make  in 
drawing?  To  the  method  followed,  to  the  small  amount  of  time  given 
to  this  branch  of  instruction.  Drawing  is  an  art  which  requires  many 
exercises,  and  daily  application.  When  children  are  required  to  draw 
only  one  or  two  hours  a  week,  the  result  cannot  be  satisfactory,  and 
they  are  altogether  fruitless  unless  a  natural  and  progressive  course  is 
followed.  The  method  of  the  academies  is  no  more  suitable  for  teach- 
ing drawing  in  the  primary  school,  than  the  method  of  the  colleges 
and  universities  is  for  teaching  children  the  simplest  notions  of  gram- 
mar, geometry,  history  or  the  natural  sciences;  here,  still,  and  above 
all,  it  is  necessary  to  start  from  the  psychological  principles  established 
by  Pettalozzi  and  Frcebel,  to  follow  their  applications  through  the 
entire  course  of  primary  instruction,  and  to  constitute  a  progressive 
series  of  designs  after  nature,  without  entering  into  the  domain  inac- 
cessible to  the  intelligence  of  children — of  projections  and  scientific 
perspective.  The  eye  and  the  hand  must  be  exercised  in  the  exact 
perception  and  faithful  reproduction  of  material  forms,  by  proceeding 
gradually  from  the  simple  to  the  composite.  The  child  does  not  at 
the  outset  observe  objects  in  their  totality  ;  the  relief  escapes  him  ;  he 
sees  only  surfaces,  or,  rather,  the  limits  of  surfaces ;  the  tracing  of 


INDUSTRIAL  EDUCATION  COMMISSION.  565 

contours  is  a  point  of  departure  for  the  instruction  in  drawing  in  the 
primary  school — contours  as  they  are,  and  not  as  they  present  them- 
selves to  the  eye,  with  the  deformations  due  to  perspective.  This 
drawing  of  contours  is  the  natural  drawing.  Observe  the  attempts  of 
children  when  left  to  themselves;  they  reproduce  the  silhouette  of 
objects  which  they  see— houses,  furniture,  animals,  etc. — by  tracing 
lines  which  mark  limits,  without  concerning  themselves  with  relief. 
Perspective  drawing  is  the  higher  degree ;  it  cannot  be  entered  upon 
successfully  until  towards  the  close  of  the  primary  studies. 

But  linear  drawing,  applied  to  the  representation  of  plans,  sections, 
profiles,  etc.,  can  be  successfully  taught  to  children  as  well  as  the 
simple  combination  of  lines  suggesting  ideas  of  ornamentation,  and  it 
is  precisely  this  drawing  which  should  be  combined  with  manual  oc- 
cupations. 

In  my  view,  the  progressive  order  to  be  followed  in  the  teaching  of 
manual  work  based  upon  drawing,  would  include  : 

1.  Working  after  models,  and  at  the  same  time  reproducing  the 
models  by  linear  drawing. 

2.  Working  after  models  designed. 

3.  The  composition  of  new  forms  imagined  or  designed  by  the  pn- 
pils  and  reproduced  materially. 

We  made  at  Naas  an  experiment  which  confirms  this  view.  The 
pupils  of  the  primary  school  drew  plans  and  sections,  on  a  scale  of 
one-half,  of  two  objects  which  they  did  not  know,  and  which  were  not 
a  part  of  the  series  ;  they  were  then  directed  to  make  the  articles  after 
their  drawings ;  the  results  were  very  satisfactory.  We  reported  the 
labor  which  was  best  done,  and  that  which  was  least  correct. 

(c)    Who    Should  le   Charged  with   Teaching  Manual   Work  in  the 

Primary  School. 

To  those  who  have  seriously  studied  pedagogical  questions,  there  is 
no  occasion  to  demonstrate  that  any  system  of  instruction  is  ineffec- 
tive which  has  not  an  educational  basis.  Instruction  and  education 
are/  not  two  different  things,  but  two  faces  of  the  same  thing.  A.6 
Herbart  says,  u  There  is  no  education  without  instruction,  and  it  i* 
impossible  to  understand  an  instruction  which  is  not  educative."  But 
there  are  many  persons  who,  although  strongly  interested  in  the 
schools,  do  not  possess  the  necessary  qualifications  to  resolve  the 
purely  pedagogical  questions  which  they  raise ;  it  frequently  happens 
even  that  they  use  their  influence  to  promote  ideas,  programmes  and 
solutions  which,  far  from  being  favorable  to  the  progress  of  instruction, 
are  calculated  to  hinder  it.  It  is  to  be  feared  that  in  what  concerns 
the  introduction  of  manual  training  into  the  primary  schools,  erroneous 
ideas  will  come  to  light  and  find  advocates  with  this  class  of  citizens 
who  favor  the  school  but  are  incompetent.  Thus  when  one  sets  forth 


566  REPORT  OF  THE 

this  question  of  manual  work  among  persons  unfamiliar  with  primary 
instruction,  the  majority  go  straight  to  the  following  conclusions: 
First,  that  it  is  necessary  to  annex  to  the  primary  school  a  course  of 
apprenticeship  in  different  trades ;  second,  that  it  is  necessary  to  intrust 
this  instruction  to  good  workmen. 

But  both  of  these  conclusions  are  false.  We  have  already  made 
the  character  and  the  aim  of  manual  training  in  the  primary  school 
so  far  appear  that  we  need  not  dwell  upon  the  first;  as  for  the  second, 
it  must  be  here  considered. 

The  experiments  of  Basedow,  Francke,  etc.,  as  to  manual  training 
— of  which  these  illustrations  educators  well  understood  the  educa- 
tional bearing — failed  principally  because  the  instruction  in  this 
branch  was  intrusted  to  persons  who  considered  the  school  as  a  work- 
shop, and  treated  the  pupils  as  apprentices.  We  have  elsewhere 
noted  the  failure  of  method  in  the  shops  of  apprenticeship  at  Gothem- 
bourg,  where  the  instruction  is  given  by  artisans ;  on  the  contrary, 
wherever  we  have  seen  teachers  or  persons  trained  pedagogically 
engaged  in  the  work,  we  have  been  able  to  recognize  the  superiority 
of  their  instruction.  The  purpose  is  not  to  initiate  pupils  into  the 
mechanical  processes  of  a  trade,  but  to  subject  them  to  a  course  of 
methodical  manual  work,  which  exerts  a  happy  educational  influence 
upon  them.  Now  artisans,  even  the  most  skilful  in  their  trade,  are 
in  general  incapable  of  giving  suitable  instruction  in  manual  work  in 
the  primary  schools.  We  say  in  general  because  exceptions  can  be 
found,  selected  workmen  have  sometimes  succeeded,  by  following  the 
pedagogical  course  of  manual  work,  in  acquiring  a  certain  aptitude 
for  instruction ;  but  they  are  very  rare. 

The  great  obstacle  to  the  introduction  of  manual  training  in  schools 
is  not  a  question  of  expense,  but  the  difficulty  of  forming  a  capable 
body  of  teachers.  It  is  far  better  to  do  nothing  in  this  field  than  to 
undertake  experiments  with  men  who  do  not  possess  both  the  tech- 
nical and  the  pedagogical  fitness;  for,  in  this  case,  one  goes  straight  to 
a  failure  which  forms  the  basis  for  declaring  that  instruction  in 
manual  work  in  the  primary  school  has  been  practically  demonstrated 
to  be  impossible.  There  is  the  real  danger ;  it  is  necessary  to  avoid 
it.  The  teachers  for  manual  work  ought  be  recruited  from  among 
the  primary  teachers ;  those  for  the  future  should  be  prepared  in  the 
normal  school,  For  present  actual  needs  the  only  efficacious  means 
is  in  organizing  temporary  courses ;  it  is  this  which  has  been  done  in 
Sweden.  When  in  that  country  the  question  was  first  raised  of  pre- 
paring teachers  for  instruction  in  the  Slojd,  a  tempest  of  indignant 
protestation  arose  in  all  quarters.  kkWhat!  the  primary  teacher,  this 
man  charged  with  a  kind  of  moral,  literary  and  scientific  priesthood 
was  he  to  be  lowered  to  the  role  of  the  workingman,  and  the  school  to 
be  transformed  into  a  shop  ?  No  teacher  conscious  of  his  proper  dignity 
and  of  that  of  this  mission  would  lower  himself  to  handle  the  plane 


INDUSTRIAL  EDUCATION  COMMISSION.  567 

or  the  saw  before  his  pupils;  moreover,  teachers  have  already  an  oc- 
cupation and  employment  sufficiently  rude,  and  they  are  wanting  in 
the  technical  capacity." 

It  is  the  history  of  all  innovations.  We  saw  the  same  manifesta- 
tion in  Belgium  when  there  was  a  question  about  introducing  instruc- 
tion in  gymnastics  into  the  schools,  and  still  later,  about  instruction 
in  geometrical  forms  and  the  natural  sciences.  The  importance  of 
proposed  reforms  is  not  well  understood  at  the  outset.  Well  mean- 
ing persons,  having  no  confidence  in  themselves,  and  with  the  utmost 
good  faith,  raise  mountains  of  arguments  which  have  been  a  hundred 
times  refuted.  Vain  efforts !  The  progress  goes  on,  and  when  the 
reforms  are  finally  accomplished,  they  frequently  receive  the  support 
of  the  very  persons  who  first  resisted  them  with  the  most  conviction 
and  energy. 

In  Sweden  the  tempest  subsided  little  by  little ;  the  subject  was  dis- 
cussed in  the  press  and  in  teachers'  gatherings,  and  the  original  oppo- 
sition vanished.  It  came  to  be  understood  that  the  instructor  did  not 
lose  dignity  by  putting  on  the  workman's  apron  or  blouse  and  show- 
ing the  children  how  to  work  in  material.  Honorable  and  useful  work 
cannot  humiliate  him  who  does  it.  There  is  but  one  true  honor:  to 
work  for  the  good  of  humanity.  Have  we  not  seen  men  in  high  position 
secure  reputation  by  devoting  themselves  to  the  labors  of  the  shop  in 
order  to  inform  themselves,  or  divert  themselves,  or  benefit  their 
health?  Among  the  cases  cited  are  those  of  Louis  XVI.,  who  was  a 
locksmith;  Peter  the  Great,  who  became  a  carpenter  in  order  to  pre- 
pare the  naval  power  of  his  empire ;  Maximillian  of  Austria,  who  forged 
arms;  Luther,  Frederick  of  Sweden  and  Louis  XV.,  who  were  turners, 
etc.  It  is  a  well-known  fact  that  at  present,  in  the  Royal  family  of 
Prussia  every  prince  must  learn  a  veritable  trade,  in  order  that  his 
education  may  be  as  complete  as  possible.  And  the  illustrious  Glad- 
stone— does  he  not  seek  repose  from  public  cares  by  exercising  the 
trade  of  a  wood-chopper  ? 

It  is  true  that  the  primary  teacher  has  already  enough  to  do.  He 
gives  thirty  hours  a  week  to  lessons ;  he  needs,  on  the  average,  a 
dozen  hours  to  prepare  them  well ;  add  forty-eight  hours  for  sleep 
and  eighteen  for  meals,  that  makes  a  total  of  one  hundred  and  six 
hours  occupied  out  of  one  hundred  and  forty- four  of  the  week,  not 
including  Sunday.  There  remains  thirty-eight  hours  out  of  which  it 
is  possible  for  him  to  take  some  to  be  devoted  to  instruction  in  manual 
work.  Moreover,  the  fatigue  of  this  instruction  will  not  go  to  increase 
that  produced  by  his  school  work ;  the  work  of  the  shop,  on  the  con- 
trary, is  an  excellent  hygienic  exercise ;  it  counterbalances  the  exer- 
cise of  the  brain.  It  appears  to  us,  moreover,  just  to  take  account  of 
this  increase  of  useful  work  required  of  the  teacher,  by  increasing  his 
salary. 

The  Swedish  teachers,  having  recovered  from  their  first  transient 


568  REPORT  or  THE 

prejudice,  have  resolutely  undertaken  this  new  task,  the  importance 
of  which  they  understand,  and  at  present  the  Slojd  is  taught  in  about 
600  primary  schools.  *  *  *  * 

The  argument  about  the  aptitude  and  preparation  of  the  teachers 
is  no  longer  put  forward,  since  numerous  individuals  of  the  teaching 
body  have  proved  by  their  example  that  the  necessary  capacity  for 
the  Slojd  can  be  acquired  when  one  has  the  will  and  the  courage  to 
set  himself  about  it.  The  problem  is  not  to  transform  the  primary 
teacher  into  a  skilled  workman,  perfectly  informed  of  all  the  practi- 
cal processes  of  the  trade  ;  the  aim  is  quite  different,  and  in  two  tem- 
porary courses  of  five  or  six  weeks  each,  separated  by  an  interval  of 
a  year,  a  teacher  can  make  the  necessary  preparation  provided  he 
continues  to  perfect  his  work  by  himself.  We  have  ^described  the 
organization  of  the  temporary  courses  at  Naas;  that  is  a  good  model 
to  imitate.  In  Belgium  experiments  of  this  kind  have  been  made 
with  reference  to  other  branches  much  more  difficult  than  manual 
labor.  Instruction  has  been  given  successfully  to  numerous  teachers 
by  means  of  temporary  courses,  in  the  branches  of  knowledge  neces- 
sary for  teaching  with  profit  the  new  branches  inscribed  in  the  pro- 
grammes :  gymnastics,  drawing  and  the  natural  sciences. 

But  for  the  future,  the  preparation  of  teachers  with  reference  to  in- 
struction in  manual  work,  must  be  made  at  the  normal  school.  In  a 
recent  conference,  the  directors  of  .the  Swedish  normal  schools  unani- 
mously declared  that  it  was  highly  desirable  to  introduce  the  teaching 
of  the  Slojd  into  these  institutions.  .Up  to  the  present  time  (1883)i 
the  Swedish  government  has  taken  no  definite  step  in  this  direction, 
but  a  royal  decree  of  September  It,  1877,  shows  that  it  desires  to 
reach  a  solution.  At  the  normal  school  of  Carlstad  the  Slojd  has 
been  successfully  taught  for  several  years.  The  experience  of  the 
normal  schools  of  Finland,  where  manual  training  has  been  taught 
since  1863,  also  confirms  this  proposition. 

In  1877,  Mr.  Salomon  made  an  interesting  inquiry.  He  addressed 
to  3,363  teachers  of  Sweden,  a  circular  containing  several  questions 
relative  to  the  teaching  of  manual  training,  among  which  are  the  fol- 
lowing : 

1.  Do  you  possess  some  degree  of  practical  knowledge  in  any  manual 
work  whatever? 

2.  Are  you  disposed  to  teach  the  Slojd  ? 

3.  Are  you  willing  to  use  your  influence  to  introduce  this  instruction 
into  the  primary  school? 

One  thousand  five  hundred  and  sixty  three  teachers  (46.50  per  cent.) 
'responded. 

To  the  first  question :  597  (38.2  per  cent  )  declared  that  they  already 
possessed  some  technical  skill;  820  (52.5  per  cent.)  that  they  possessed 
none;  146  (9.3  per  cent.)  did  not  reply  to  this  question. 

To  the  second  question:  463  (29.7  per  cent.)  declared  themselves 


INDUSTRIAL  EDUCATION  COMMISSION.  569 

disposed  to  give  this  instruction  themselves;  782  (50  per  cent.)  replied 
negatively;  318  (20.4  per  cent.)  did  not  answer  this  question. 

To  the  third  question:  1,090  (69.7  per  cent.)  declared  themselves 
favorable  to  the  introduction  of  this  instruction  in  the  primary  school; 
79  (5  per  cent.)  made  the  same  answer  but  with  certain  conditions; 
239  (15.3  per  cent.)  declared  themselves  opposed;  115  (10  per  cent.) 
did  not  answer  the  question. 

These  answers  have  only  a  historical  importance.  Within  five  years 
the  question  of  manual  training  has  made  immense  progress  in  Sweden- 
It  is  better  understood ;  the  value  of  this  means  of  education  is  proved 
by  experience,  and  it  can  be  affirmed  that  to-day  the  immense  major- 
ity, if  not  all  the  Swedish  teachers  are  favorable  to  this  instruction. 

There  are  in  Sweden,  as  in  every  country,  teachers  to  whom  this 
instruction  cannot  be  intrusted  because  of  their  age,  their  infirmities, 
etc.  Furthermore,  many  classes  of  boys  in  the  large  towns  are  taught 
by  women.  In  these  two  cases  the  instruction  in  manual  work* 
should  be  given  to  special  teachers,  pedagogically  prepared,  but  never 
to  workmen. 

These  results  are  of  a  kind  to  encourage  those  who,  in  other  countries, 
are  devoting  their  efforts  to  the  constant  improvement  of  popular 
instruction,  and  particularly  to  the  introduction  of  manual  training. 
As  to  the  Belgian  schools,  we  think  that  the  preparation  of  teachers 
who  desire  to  undertake  instruction  in  manual  training  could  be 
made, -as  at  Naas,  by  means  of  temporary  courses.  In  the  same  way, 
also,  professors  of  Slojd  could  be  trained  for  the  normal  schools,  in 
which,  according  to  the  programme  ot  1880.  two  hours  a  week  in  the 
lower  divisions  and  one  in  the  upper  division  must  be  devoted  to 
manual  training. 

The  expense  of  equipping  a  shop  and  the  purchase  of  material 
would  not  involve  a  very  considerable  amount.  *  *  *  By  divid- 
ing the  pupils  of  the  normal  school  into  groups  of  about  twelve  or  six- 
teen, the  teacher  of  Slojd  would  have  from  fourteen  to  sixteen  hours 
a  week  of  instruction  in  a  school  of  one  hundred  pupils ;  consequently 
one  man  would  be  enough.  This  course  should  be  intrusted  to  a  pri- 
mary teacher  specially  prepared  for  giving  instruction  in  manual  train- 
ing ;  the  professor  in  pedagogy  should  direct  the  instruction. 

In  order  to  assure  the  success  of  this  new  study,  account  should  be 
taken  at  the  different  examinations  of  the  progress  made  by  pupils. 
The  diploma  also  should  state  the  fitness  of  the  bearer  to  give  instruc- 
tion in  manual  training. 

(d)  Pupils. 

At  Naas  manual  work  is  taught  only  to  pupils  of  the  upper  classes 
of  the  primary  school.  Mr.  Salomon  thinks,  nevertheless,  that  this 
instruction  should  be  given  to  all  children,  and  commence  as  early  as 
possible ;  but  the  point  was  to  secure  the  success  of  the  reform,  and 


570  REPORT  OF  THE 

to  establish  a  practical  method.  The  work  was  considerable,  and  it 
would  have  presented  insurmountable  difficulties  if  it  had  not  been 
limited.  The  time  was  not  ripe  for  a  complete  organization.  To 
formulate  theoretical  principles  and  to  support  them  by  solid  argu- 
ments is  not  difficult,  for  the  elements  of  a  work  of  this  kind  are 
found  in  numerous  publications  ;  it  suffices  to  collect  them  and  adapt 
them  to  the  circumstances  of  the  time  ;  but  it  is  quite  different  when 
one  proposes  to  leave  the  domain  of  theory  in  order  to  establish 
a  method  conformable  to  principles,  and  confirm  it  by  practice. 
The  wisest  course  is  to  concentrate  all  one's  activity  upon  one  feature 
of  the  problem,  and  when  a  satisfactory  solution  of  that  has  been 
reached,  to  complete  the  work  already  begun.  This  was  the  course 
adopted  at  Naas.  It  can  be  said  that  one  reason  why  the  teaching  of 
Slojd  has  advanced  rapidly  in  the  (Swedish  schools  is  that  it  was  in- 
troduced first  only  in  the  upper  classes.  The  average  age  of  the 
pupils  for  working  in  wood  after  the  method  at  Naas  is  twelve  years, 
but  it  may  be  begun  one  or  two  years  earlier ;  that  depends  upon  the 
physical  strength  of  the  children.  We  have  seen  in  the  shops  of  the 
schools  at  Naas,  Stockholm,  etc.,  pupils  of  eleven  and  even  ten  years, 
who  worked  at  the  bench  without  difficulty. 

In  Sweden  there  are,  on  the  average,  i>7  pupils — £5  boys  and  42 
girls — for  one  teacher.  Of  this  number  there  are  about  20  boys  of, 
twelve  years  and  upwards,  who  undertake  wood-working.  A  teacher 
can  give  instruction  in  it  to  a  group  of  a  dozen  pupils.  When  the 
number  is  greater,  the  oversight  is  too  difficult ;  the  pupils  ha  ndle  the 
toois  badly,  form  bad  habits  of  work,  and  make  little  progress.  It  is 
much  better  to  begin  with  lour  or  six,  selected  from  among  the  most 
intelligent  and  most  active,  and  when  they  have  reached  a  certain 
degree  of  facility,  to  increase  the  number  gradually  up  to  twelve. 
The  ordinary  school,  numbering  twenty  boys  of  twelve  years  and 
upward,  will  thus  include  two  sections  for  manual  work.  Younger 
pupils,  if  vigorous,  may  be  added. 

The  best  measure  of  discipline  is  temporary  or  permanent  exclusion 
rom  manual  training.     It  is  applicable  to  negligent  or  careless  stu- 
dents, and  it  is  effective,  because  experience  shows  that  children  set 
great  store  by  the  occupations  of  the  shop. 

(e)   The  Place. 

The  class  room  is  not  convenient  for  wood-working ;  the  benches 
and  the  tools  cannot  be  conveniently  arranged  there,  and  after  each 
exercise  it  is  necessary  to  clear  up. 

When  a  new  school  house  is  built,  it  is  easy  to  construct  a  separate 
room;  in  exisfing  buildings  one  large  class  room  can  be  divided,  or  a 
room  which  is  not  required  for  the  general  purposes  of  the  school  can 
be  set  aside,  or  a  place  can  be  prepared  in  the  basement ;  otherwise  a 
shop  might  be  built  (or  rented)  in  the  immediate  neighborhood. 


INDUSTRIAL  EDUCATION  COMMISSION.  571 

In  all  cases  a  school  workshop  should  satisfy  these  conditions : 

1.  It  should  be  in  the  neighborhood  of  the  class  rooms,  but  suffi- 
ciently removed  from  them  to  prevent  the  noise  of  the  work  from  in- 
terfering with  the  other  exercises. 

2.  The  rectangular  form  is  most  convenient.     Benches  should  be 
placed  perpendicular  to  the  long  side. 

3.  For  the  simultaneous  work  of  twelve  pupils,  the  room  should  be 
at  least  5.20  metres  by  6  metres  or  about  2.75  square  metres  for  a 
pupil.     In  cases  where  a  lathe  is  set  up,  the  length  of  the  room  should 
be  increased  1  metre. 

4.  The  height  should  not  be  less  than  3.50  metres. 

5.  The  windows  should  be  large;  their  openings  should  occupy  25 
to  SO  per  cent,  as  much  space  as  the  floor.     It  is  convenient  to  place 
them  in  all  the  walls  of  the  room  as  far  as  possible.     The  window-sill 
should  bo  at  least  1.50  metres  above  the  floor,  in  order  to  avoid  the 
breaking  of  glass. 

6.  It  is  well  to  wainscot  the  walls,  in  panels,  to  the  height  of  2 
metres,  and  to  paint  the  rest  in  oil  colors. 

7.  The  stove  should  provide  for  the  preparation  of  the  glue.     The 
temperature  should  not  exceed  12.5  degrees,  for  work  at  the  bench 
develops  warmth  of  the  body. 

8.  A  closet  for  tools  is  not  indispensable.*     Racks  may  be  placed 
along  the  walls  for  the  tools,  which  should  be  carefully  numbered  and 
arranged  in  order,  so  that  it  may  be  easy  to  find  them. 

9.  If  the  work  is  carried  on  in  the  evening,  it  is  necessary  to  sus- 
pend the  lamps  by  horizontal  wires  so  as  to  permit  of  sliding  them 
to  give  light  at  different  places  on  the  bench. f 

10.  Near  the  shop  should  be  a  separate  room  for  models  and  articles 
made. 

11.  The  woods  should  be  placed  under  a  shed,  well  aired  and  not 
far  from  the  shop.     The  latter  should  have  a  door  on  the  side  toward 
the  shed.     Wood  can  also  placed  in  the  attic. 

(fj  Time. 

The  exercises  in  manual  work  should  continue  at  least  two  hours. 
A  certain  amount  of  time  is  employed  in  preparing  the  tools,  the 
material,  the  models,  and,  at  the  end  of  the  exercise,  in  replacing 
them ;  if  only  one  hour  is  allowed,  the  work  is  broken  off  when  it  is 
hardly  begun.  Exercises  of  four  hours  are  too  wearisome.  From  two 
to  two* and-a  half  hours  make  a  good  average  for  children. 

In  order  to  obtain  any  results,  it  is  necessary  that  the  exercises 
in  the  shop  be  taken  at  l^ist  once  a  week.  Thus,  if  the  teacher  has 
two  or  three  sections,  he  will  have  to  spend  from  four  to  six  hours  in 

*It  is,  however,  desirable— Trs. 

f  This  would  be  found  an  excellent  arrangement,  also,  where  electric  light  is  used, 
the  lamp  being  fitted  with  a  light  hook  and  suspended  by  a  long  cord.— Trs. 


572  REPORT  OF  THE 

that  branch  of  his  teaching.  In  many  of  the  Swedish  schools  the 
pupils  spend  from  ft  ur  to  six  hours  a  week  in  manual  work.  That 
is  the  most  favorable  arrangement  in  a  school  with  several  teachers; 
this  work  can  be  divided  among  them.  It  is  better,  in  general  to 
devote  the  morning  to  the  intellectual  studies  and  the  afternoon  to 
manual  work.  In  certain  places  the  studies  are  suspended  one  day 
in  the  week  in  order  to  devote  more  time  to  shop  exercises. 

(g)  The  equipment. 

The  equipment  (materiel)  includes  the  tools,  the  models,  the  raw 
material. 

It  is  important  to  reduce  expenditures  to  the  minimum. 

The  experience  at  Naas  has  enabled  us  to  arrange  a  list  of  tools 
necessary  for  the  simultaneous  work  of  six  and  twelve  pupils.  We 
publish  this  list  with  the  price  of  tools  in  Sweden.  The  collection  of 
models  costs  fifty  crowns  (about  $14). 

We  have  (on  a  previous  page)  set  forth  the  principles  according  to 
which  this  series  of  models  has  been  fixed  upon. 

As  for  the  raw  material,  it  includes  nails,  glue,  and  woods  of  dif- 
ferent kinds.  The  wood  is  procured  in  plank  or  in  timber. 

At  Naas  it  has  been  found  that,  on  the  average,  the  cost  of  wood 
for  making  the  first  twenty-five  models  of  the  series  amounts  to 
1.88  francs;  for  the  twenty-five  following,  3.75  francs;  for  the  last 
fifty,  15.62  francs;  total,  21.25  francs. 

If  the  hundred  models  are  made  in  three  years,  the  annual  expense 
per  pupil  for  the  raw  material  is  reduced,  then,  to  seven  francs ;  in  the 
country  districts  it  is  less. 

4.  Conclusions. 

Presented  to  the  Minister  of  Public  Instruction  by  Messrs.  Sluys 
and  Van  Kalken,  as  results  of  their  observations  in  Sweden  : 

1.  Manual   labor   should  make    a  part  of  the  programme  of  the 
primary   schools,  in  order  to  assure   the  integral   and    harmonious 
cultivation  of  all  the  faculties  ot  the  child,  by  the   progressive  and 
methodical  development  of  manual   skill  or  of  technical   aptitude, 
which,  in  the  existing  school  organization,  is  not  made  the  object  of 
special  exercises. 

2.  The  instruction  in  manual  work  should  be  based  upon  the  same 
general  pedagogical  principles  as  instiuction  in  any  other  branches  of 
the  programme.     It  has  for  its  aim  the  systematic  cultivation  of  the 
pupil,  and  not  apprenticeship  to  specific  trades. 

3.  In  order  to  secure  for  instruction  in  manual  work  the  pedagogi- 
cal character  which  it  ought  to  have,  the  regular  teacher  should  be  re- 
quired to  give  it. 

4.  Those  now  actually  employed  in  teaching  can  be  prepared  for 
this  part  of  their  work  by  means  of  temporary  courses. 


INDUSTRIAL  EDUCATION  COMMISSION.  573 

The  teachers  for  the  future  should  be  prepared  for  this  instruction 
in  the  normal  school. 

5.  The  programme  of  instruction  in  manual  work  should  include  : 

(a)  For  the  first  grade  of  the  primary  schools  (pupils  from  six  to 
eight  years)  occupations  required  by  Froebel's  method  (Kindergar- 
ten), three  hours  a  week. 

(b)  For  the  second  grade  of  the  primary  schools  (pupils  from  eight 
to  ten  years),  the  same  occupations,  but,  more  specially,  modelling 
and  working  with  paper  and  cardboard,  three  hours  a  week. 

(c)  For  the  third  grade  of  the  primary  school,  the  superior  primary 
school — the  course  preparatory  to  normal  studies — (pupils  from  ten 
to  fourteen  and  sixteen  years),  wood-working  according  to  the  method 
of  Mr.  Salomon,  three  to  six  hours  a  week. 

(d)  For  normal  schools,  the  theoretical  and  practical  instruction  of 
the  pupil  teachers  in  the  subjects  of  the  above  programmes,  a,  b  arid  c. 

6.  The  instruction  in   manual  work  should  be  closely   connected 
with  instruction  in  geometrical  forms  and  in  drawing. 

7.  To  secure  a  satisfactory  teaching  of  manual  work  in  the  normal 
schools,  a  temporary  course  should  be  organized. 

It  would  be  useful  to  send  some  teachers  to  Naas  to  follow  a  com- 
plete course  there. 

Extract  from  Instructions  for  Teachers. 
[Report  of  Royal  Commission.] 

5.  The  teacher  must  show  the  pupils  the  use  of  tools,  explain  the 
names  and  arrangement  of  the  parts,  and,  both  by  word  of  mouth  and 
by  showing,  make  plain  the  mode  of  working,  which  must  be  done 
not  only  lor  the  single  pupils,  but  as  often  as  opportunity  affords,  for 
the  whole  division  at  a  time,  while  all  keep  still  and  give  attention. 
That  the  pupils  may  learn  to  help  themselves,  the  teacher  must  not, 
on  the  other  hand,  help  them  except  when  absolutely  necessary.  Still 
the  finishing  touches  must  be  given  to  the  work  by  the  teacher,  when 
the  pupil  cannot  do  it  himself.  The  teacher  must  keep  his  attention 
directed  to  the  exercise  of  the  pupil  in  accuracy  of  eye,  the  awakening 
of  his  thought,  and  the  opening  of  his  eyes  to  the  iorms  of  objects. 
Extract  from  Rules  for  Pupils. 

7.  The  wages  earned  are  entered  in  a  savings-bank  book  made  out 
in  the  pupil's  name,  but  he  does  not  receive  this  until  he  leaves 
school ;  and,  as  a  rule,  not  then  unless  he  has  been  a  pupil  of  the 
school  without  interruption  for  three  years,  or  three  half-years  after 
the  age  of  12  years.     It  may  be  forfeited  by  staying  away  from  school, 
except  in  case  of  sickness  or  with  permission  of  the  teacher,  or  by  the 
pupil  rendering  himself  undeserving  by  his  conduct  in  or  out  of  school. 

8.  Pupils  can  make  a  purchase  of  their  work  at  two-thirds  of  a  mod- 
erate valuation;  but  in  this  case  no  wages  are  given  for  the  work. 

9.  If  the  pupils  furnish  their  material  themselves,  as  in  shoemak- 
ing,  tailoring,  or  bookbinding,  they  have  the  product  free. 


574 


REPORT  OF  THE 


10.  Unconfirmed  pupils  pay  for  enrolment  money  three  kronor 
(80  cents)  per  year,  payment  being  made  in  advance;  pupils  who  are 
enrolled  at  New  Year  pay  two  kronor.  Those  who  are  not  in  good 
circumstances  can,  on  request,  be  let  off  with  half  payment.  The  in- 
spector may  demand  of  free  pupils  that  they  deposit  fifty  ore,  which 
they  receive  back  at  the  expiration  of  the  school  year  if  they  observe 
the  rules  of  the  school. 

Tools  Used  at  Naas. 


TOOLS. 

Price  of  tools 
in  Sweden. 

Number  of  this 
tool  necessary 
for  simultaneous 
work  in  class 
of  12. 

K.  0. 

1  30 

3 

2.  Leveling  saw,  . 

1  40 

3 

1  70 

4 

0  78 

1 

2  25 

3 

2  80 

g 

7.  Jack  plane,    .    .       

1  05 

g 

8.  Smoothing  plane,  

1  60 

g 

9.  Curve  plane,            

2  00 

1 

10.  Round-nose  pinchers,  

0  32 

2 

11.  Flat-nose  pinchers,    

0  35 

2 

12.  Pliers, 

0  70 

2 

13.  Tongs  (Smith's),    

0  60 

3 

14.  Set  of  paring  chisels, 

3  40 

2 

15.  Set  of  mortise  chisels,  

4  25 

1 

16.  Gouges,    

3  90 

1 

17.  Flat  tile,                    .... 

0  55 

4 

18.  Round  (|)  file,    

0  55 

6 

19.  Rat-tail  tile,  

0  55 

4 

20.  Triangular  file,    

0  25 

4 

21.  Center  bit  and  augers  (24),   

5  25 

i 

22.  Awl  (and  case), 

0  90 

3 

23.  Knife,      

0  35 

6 

24.  Draw  knife,  

1  00 

3 

25.  Hammer,    .              .   . 

0  65 

g 

26.  Mallet,     

0  55 

6 

27.  Compasses,           .   . 

1  00 

2 

28.  Double  compasses,    

0  60 

2 

29.  Mandrels,      

0  14 

6 

30.  Screwdriver,     

0  30 

3 

31.  Wabstrinque,    

0  45 

6 

32.  Priming  wire  (artillery)  or  spout  (Ger.  Lof- 
feleisen,  )    

0  25 

6 

33.  Screw-press,     

1  00 

2 

34.  Axe,      

2  00 

1 

35.  Beam  compasses,   

0  50 

8 

36.  T-bevel,  

0  65 

2 

37.  Try  square,   

0  25 

g 

38.  Glue  pot  and  brushes,  

1  60 

1 

39.  Grindstone,  

4  50 

1 

40.  Oilstone,     

0  45 

3 

25  00 

g 

42.  Metre  (yard  measure),   

0  45 

4 

43.  Turner's  chisels,     

6  00 

1 

44.  Turner's  gouges,    

5  00 

1 

45.  Sand-paper,  

1  65 

46.  Turning-lathe,     

70  00 

1 

Total,  

160  79 

($43  00) 

At  Naas  a  complete  outfit  lor  12  pupils  costs  600  francs  =  $120. 


INDUSTRIAL  EDUCATION  COMMISSION.  575 


VI.  SWITZERLAND. 

[Extracts  from  the  Report  of  the  Royal  Commission.] 

In  this  country  the  elementary  and  secondary*  education  is  gratu- 
itous, and  as  to  elementary  instruction,  compulsory.  The  system  of 
instruction  embraces  the  following  schools  : 

A.  Primary  schools. 

B.  Secondary  schools. 
0.  Evening  schools. 
D.  High  schools. 

All  children  between  6f  and  14  years  of  age  must  attend  school, 
and  must  remain  in  the  primary  school  until  the  age  of  12. 

On  leaving  the  primary  school  at  the  age  of  12,  the  children  can 
either  attend  the  secondary  school,  or  they  may,  subject  to  the  pre- 
scribed attendance  at  a  supplementary  school,  enter  into  practical 
life.  The  school  course  in  secondary  schools  extends  over  four  years, 
and  those  entering  such  schools  and  remaining  in  them  for  two  years 
(until  14  years  old)  are  absolved  from  farther  school  attendance. 

Those  who  do  not  enter  the  secondary  school  are  obliged  to  attend 
for  four  years  at  a  supplementary  school.  *  *  *  *  This  school 
is  held  on  two  half  days  a  week,  and  its  chief  aim  is  to  enable  the 
scholars  to  retain  what  they  have  learned  in  the  primary  schools,  and, 
if  possible,  to  develop  it  somewhat  further.  Although  primary  in- 
struction in  private  establishments  is  permitted,  about  97.5  per  cent, 
of  the  children  of  all  classes  attend  the  public  primary  schools. 

One  of  the  best  elementary  Swiss  schools  visited  by  the  Commis- 
sioners is  that  on  the  Lindescfrer  Platz,  in  Zurich.  The  cost  of  build- 
ing this  school  was  £43,000  ($215.000),  which  amounts  to  £66  ($330) 
per  head.  Irregularity  of  attendance  is  practically  unknown  ;  all  the 
children  learn  one  foreign  language;  moreover,  they  are  all  taught  draw- 
ing, and  have  object  lessons  in  natural  history.  In  the  higher  classes 
they  are  instructed  in  the  rudiments  of  chemistry  and  physics,  great 
pains  being  taken  to  place  before  the  children  well  arranged  speci- 
mens, which  are  contained  in  a  school  museum.  These  museums  form 
very  noteworthy  featurev«  of  the  Zurich  schools.  Among  the  objects 
we  found  there  were  simple  chemical  and  physical  apparatus,  chem 

*TheSecundarschulen  of  Switzerland  correspond  most  nearly  to  the  British  higher 
elementary  or  "graded"  schools. 

f  From  four  to  five  years  of  age  the  Swiss  children  usually  attend  the  Kindergar 
ten  schools,  conducted  according  to  the  system  of  Froebel.  The  attendance  at  these 
schools  is  optional,  and  they  have  no  State  endowment. 


576  REPORT  OF  THE 

ical  specimens,  geographical  relief -maps,  showing  the  Alps  and  their 
glaciers,  typical  collections  of  commonly  occurring  and  useful  rocks 
and  minerals,  excellent  botanical  models,  as  well  as  collections  of  in- 
sects carefully  labelled,  a  complete  herbarium,  zoological  and  anatom- 
ical specimens  and  models;  the  collection,  in  fact,  serving  as  a  type 
of  what  such  a  school  museum  should  be.  Many  of  the  specimens 
were  collected  and  arranged  by  the  teachers. 

All  the  school  subjects  were  taught  intelligently  and  well.  We 
were  especially  struck  with  the  clean  and  tidy  appearance  ot  the  boys, 
and  there  was  a  difficulty  in  realising' that  the  school  consisted  mainly 
of  children  of  the  lower  classes  of  the  population. 

The  higher  schools  for  boys  in  the  Canton  of  Zurich  consist  of  the 
Gymnasium  or  classical  school,  preparing  for  the  University  or  the 
Polytechnic,  and  the  Trade  School  (Industrieschule).,  which  prepares 
for  the  Polytechnic,  or  for  direct  entrance  into  trade ;  both  of  these 
former  schools  being  included  under  the  term  Cantonal  School  (Can- 
ton Schule). 

The  Gymnasium  is  entered  at  12  years  of  age,  after  an  examination, 
and  consists  of  six  classes,  corresponding  to  one  year  each,  so  that  the 
pupils  leaving  at  18  or  19,  would  pass  from  the  6th  class  with  the 
leaving  %i  certificate,"  enabling  them  to  enter  any  University  or  Poly- 
technic school  without  an  entrance  examination. 

The  Industrieschule  is  entered  at  the  age  of  14,  and  consists  of  four 
classes  extending  over  3^-  years,  the  first  class  being  a  preparatory 
one.  From  the  second  class  onwards  the  school  separates  into  two 
divisions — 

(a.)  A  technical  section; 
(b.)  A  commercial  section ; 

the  former  again  dividing  in  the  3d  and  4th  years  into  a  mathematical 
and  a  natural  science  section.  The  commercial  section  ends  with  the 
third  year. 

We  visited  the  Cantonal  School  of  the  town  of  Zurich,  consisting  of 
a  Gymnasium  and  an  Industrieschule  under  the  same  roof.  It  con- 
tains about  500  pupils  and  44  teachers.  The  class  rooms  are  exceed- 
ingly large  and  airy,  each  fitted  with  desks  for  about  40  students,  but 
capable  of  accommodating  many  more.  In  the  Industrie  school 
there  is  a  well- arranged  chemical  laboratory,  in  which  the  students 
have  six  hours5  practical  work  per  week  in  the  preparation  of  simple 
chemical  compounds.  There  is  a  good  collection  of  physical  apparatus, 
common  to  the  two  schools.  The  lectures  on  physics  are  abundantly 
illustrated  by  excellent  experiments,  but  the  pupils  themselves  do  no 
practical  work  in  this  subject.  The  teaching  of  the  highest  class  is 
in  advance  of  that  usually  found  in  similar  schools  in  England.  In 
connection  with  the  physical  collections  is  a  small  workshop  contain- 
ing a  water- motor  for  working  the  dynamo,  and  used  lor  the  repair 
of  apparatus,  etc.,  but  only  by  the  teacher  and  his  assistants.  Draw- 


INDUSTRIAL  EDUCATION  COMMISSION. 


577 


ing  forms  an  important  feature  of  the  instruction  in  this  school,  an 
average  of  six  hours  per  week  being  devoted  to  this  subject.  *  *  * 

The  secondary  schools  for  girls  are  analogous  to  the  Industrieschulen 
for  boys.  One  of  these  well-conducted  institutions  was  visited  by  us. 
It  is  attended  by  girls  between  the  ages  of  12  and  16,  of  all  classes, 
irrespective  of  social  position.  The  class  rooms  are  all  large,  and  re- 
markably well  furnished,  as  is  the  case  in  the  boys'  school  previously 
described.  With  the  exception  of  needle  work  and  English,  all  the 
subjects  were  taught  by  male  teachers.  Among  the  remarkable 
features  of  this  school  was  the  excellent  museum. 

A  school  has  been  established  for  the  higher  training  of  girls,  for 
which  these  secondary  schools  prepare  them.  The  educational  vote 
absorbs  nearly  one  third  of  the  total  expense  of  the  Canton. 

/ 

(a)  Zurich  Cantonal  School — Time  Table  of  Gymnasium. 
/.  Lower  Gymnasium. 


SUBJECT. 

NUMBER  OF  HOURS  DEVOTED  TO  EACH 
SUBJECT. 

Class  I. 

Class  II. 

Class  III. 

Class  IV. 

Religion, 

2 
4 
10 

2 
4 

8 

7 

2 
3 
6 
7 
6 
3 
3 

1* 

German,  

3 

7 
7 
6 
3 
3 
2 
1* 

Latin,    

Greek, 

French,    

Mathematics, 

4 

2 
3 
1* 

.      2 
2 
2 

4 

2 
2 
1* 

History,  . 
Geography  and  Natural  Sciences,  . 
Singing,  

Writing,  

Drawing, 

2 
2 

2 

2 

'2f' 

Gymnastics,          .           ... 

*  An  additional  hour  of  choir  practice  optional. 

f  Three  hours  in  summer. 

N.  B.— Religious  instruction  optional ;  also  Greek  in  lower  school,  and  Hebrew. 
Students  in  upper  school  who  take  Greek  need  not  study  English.  Those  students 
who  take  Hebrew  may  drop  French. 


37  ED.  COM. 


578 


KEPORT  OF  THE 
//.   Upper  Gymnasium. 


SUBJECT. 

NUMBER  OF  HOURS  DEVOTED  TO 
EACH  SUBJECT. 

Class  I. 

Class  II. 

Class  III. 

Religion,    

2 
4 
7 
7 
3 

'3 
7 
7 
3 

German,    

4 

7 
7. 
3 
3* 

Latin 

Greek,                  

French,  

English, 

Hebrew,    

4 
4 
3 

3 

3 
3 
3 

§ 

Mathematics, 

4 
3 

2 

History,                

Natural  Sciences  — 
a.  Physics,    

6.  Physical  Geography,     

c.  Chemistry,                    .       .   . 

3 

d.  Natural  History,  

2 

? 

It 

""£' 

Sin  sin  ST. 

If 
2 

It 

Gymnastics,     .    .       

Exercises  with  Arms,     

*  Will  be  introduced  in  all  three  classes. 

f  Half  of  the  time  devotedto  gymnastics,  for  rifle  practice,  etc.,  in  summer. 

f  Optional. 


(b)  Time  Table  of  the  Industrie  Schule. 
A.  Preparatory  School. 


SUBJECTS. 


Religion,     

2 

German, 

6 

French,           ...          

6 

History 

3 

Geography,                                                                                          .   . 

3 

Natural  History,     

3 

Mathematics,                                                                                              . 

8 

Caligraphy,           .    .                                    .... 

2 

Freehand  Drawing,    

4* 

Singing,                                                                                                                  .       .    . 

If 

Gymnastics,   ;   

2T 

*Two  hours  in  winter. 
f  One  hour  optional. 


INDUSTRIAL  EDUCATION  COMMISSION. 
B.    Technical  Division. 


579 


SUBJECTS. 

NUMBER  OF  HOURS. 

Class  2. 

Class  3. 

Class  4. 

Religion,  

2 
4 
5 
5 

2  ' 
5 
5 
4 
3* 
2 

2  ' 
3 
3 
4 
2 

2 

German.                         .       

French,         .              

English,                          .                  

Physics,                      

Chemistry                                                      

3 

2f 

? 

4 

9 

'       I11 

GeosrraDh  v 

Natural  History,               

Mathematics,          

6 
4 

1 

33§ 
I* 

6 
4 

2 

J1 

3 
4 

Geometrical  and  Technical  Drawing,    -  

Freehand  Drawing,         

Sininnsr 

Gymnastics,                                 ....       

M  ech  an  ics 

Practical  Geometry,                                     ^  .   . 

NOTE  B.— In  the  natural  science  division  the  classes  in  German,  French,  English, 
History,  Physics,  Chemistry,  Mathematics,  Singing  and  Drill  are  identical  with  the 
above  ;  there  are  also  the  following  added  subjects  :  Mineralogy,  3  hours  in  winter 
only  ;  Laboratory  work  in  chemistry,  4  hours  in  winter ;  Botany,  4  hours  in  sum- 
mer and  Freehand  Drawing,  2  hours. 

NOTE  C.— In  the  natural  science  division  the  classes  in  German,  French,  English, 
Physics,  History,  Drawing,  Singing  and  Gymnastics  are  identical  with  the  above ; 
there  are  also  the  following  added  subjects:  Chemistry,  5  hours;  Mineralogy,  2 
hours  ;  Botany,  3  hours,  and  Mathematics  3  hours.  Singing  is  optional  in  all  the 
classes  as  is  also  the  religious  instruction. 

C.  Mercantile  Division. 


iSUUJ  jaUTS. 

Class  2. 

Class  3. 

Religion,    .    

2 

German, 

4 

2 

French,  

5 

5 

English,     

511 

4H 

Italian,    

511 

4 

History,  

3 

9 

Geographv,    

2 

2 

Physics,   "     

2 

Chemistry, 

3 

24 

Knowledge  of  Merchandise,    

*I 

]§ 

Algebra,     .   .              

1 

Mercantile  Arithmetic, 

4 

4 

Theory  of  Commerce,     .           .   . 

2 

2 

Bookkeeping  and  Accounts, 

2 

Caligraphy,  ... 

2 

Freehand  Drawing, 

211 

on 

Singing,             .    .           .    . 

11 

*| 

111 

Gymnastics,  . 

sj 

Q* 

ovj 

NUMBER  OF  HOURS. 


Choral  singing  not  obligatory  for  any  class.     Exercises  with  military  weapons  and 
rifle  practice  on  Saturday  afternoons.     Military  drill  one  hour  in  winter. 


*  Four  hours  in  winter. 
§  Two  hours  in  winter. 


tOne  hour  in  winter. 
I  Optional. 


tin  winter  only. 


580  REPORT  OF  THE 

(c)    Partial  Programme  "of  the  Zurich  Polytechnic  School. 

V.  SCHOOL  OF  AGRICULTURE  AND  FORESTRY. 
A.  School  of  Forestry  (Course  five  /Sessions). 

First   Year's  Course.  No.  of  hours 

per  week. 

Mathematics,  with  revision, 4 

Experimental  Physics,  with  revision, 4 

Inorganic  Chemistry, 6 

Revision  of  the  same, 1 

Zoology 4 

Principles  of  General  Botany, 3 

Principles  of  Forestry, 3 

Plan  Drawing, 2 

In  the  summer  session  there  will  be  additional  teaching  in  Organic  Chemistry, 
Special  Botany,  Petrography,  Preservation  of  Forests,  with,  Applied  Zoology  and 
Botanical  Microscopic  work. 

No.  of  hours 
/Second  Year's  Course.  per  week. 

Plan  Drawing, 2 

Topography, 3 

Roadmaking  and  Hydraulic  Engineering,      3 

Agricultural  Chemistry,  ...       2 

General  Geology, 4 

Fundamental  Principles  of  National  Economy, 4 

Theory  of  Climate  as  affecting  Forestry,     4 

Adaptability  of  varieties  of  Timber  Trees  for  Forests, 2 

Principles  of  Taxation, 3 

Excursions  and  Practical  Exercises, 1  day. 

In  the  summer  session  there  will  be  exercises  in  land  surveying,  vegetable  phy- 
siology with  experiments,  principles  of  civil  law,  formation  of  forests,  the  history  of 
State  domains,  and  statistics  relating  to  the  same,  business  principles,  excursions, 
and  practical  work. 

Fifth  Term. 

No.  of  hours 
per  week. 

Principles  of  Business,     2 

Laws  of  Commerce  and  Valuation  of  Timber  and  Forest  Trees,    ...    4 

Practical  Utilization  of  Forests, 3 

Excursions  and  Practical  Exercises, 1  day. 

Land  Surveying,  Use  of  Theodolite,  etc.., 3 

Laws  relating  to  Property,     3 

B.   School  of  Agriculture.     (Total  Course,  Five  Sessions.) 

First   Year's  Course. 

In  this  division  the  professors  are  entitled  to  allot  to  each  student  a  special  course 
of  study  in  accordance  with  his  requirements  and  capacity. 

No.  of  hours 
per  week. 

Mathematics,  with  revision, 4 

Inorganic  Chemistry, 6 

Revision  of  same,       r 1 

Experimental  Physics,  with  revision, 5 

Zoology,  with  special  attention  to  the  Animals  useful  and  destructive 

to  Agriculture  and  Forestry,  .   .  4 

Principles  of  General  Botany, 3 

Fundamental  Principles  of  National  Economy, 4 

Introduction  to  the  Study  of  Agriculture,  Theory  of  General  Agri- 
culture (Farm  Management),  Part  I, 2 

Plan  drawing  (3  hours,  optional). 


INDUSTRIAL  EDUCATION  COMMISSION.  581 

In  tne  summer  session  the  course  will  embrace  Organic  Chemistry,  Experimental 
Physics,  Anatomy  and  Physiology  of  Domestic  Mammalia,  Special  Botany,  Vegeta- 
ble Physiology,  Microscopic  Work,  Petrography,  General  Agricultural  Manage- 
ment, History  and  Literature  of  Agriculture  and  Plan  Drawing. 

Second   Year's  Course. 

No.  of  hours 
per  iveek. 

Agricultural  Chemistry,  Part  I  (Nourishment  of  Plants), 2 

General  Geology,     4 

Financial  Economy  (with  special  reference  to  the  Taxation  of  Switzer- 
land),      2 

General  Agriculture, .   .    5 

Drainage  and  Irrigation, 2 

General  Theory  of  Cattle  Breeding, 2 

Theory  of  General  Farm  Management,  Part  II,      3 

Diseases  of  Cattle, 2 

Agricultural  Machinery  and  Implements, 3 

Microscopic  Exercises  (with  special  reference  to  the  Diseases  of  Plants)  2 
Roadmaking  and  Hydraulic  Engineering  (3  hours,  optional). 
Topography  (3  hours,  optional). 

In  the  summer  term  there  will  be  Agricultural  Chemistry,  Exercises  in  the  Ag- 
ricultural Chemistry  Laboratory,  Microscopic  Exercises,  General  and  Special  Culti- 
vation of  Plants,  Breeding  Cattle,  Diseases  of  Cattle  (especially  Murrain),  Horse 
Management,  Shoeing  and  Breeding  of  Horses,  Principles  of  Agricultural  Ma- 
chinery and  Implements,  Roadmaking  and  Hydraulic  Engineering,  Topography, 
Surveying,  General  Theory  of  Law  and  Theory  of  Farm  Management. 

Fifth  Term. 

No.  of  hours 
per  week. 

Estimates  of  Agricultural  Produce  and  Book-keeping, 2 

Sheep  Farming  and  Pig  Keeping, 3 

Practical  Agriculture, 2 

Agricultural    Chemical  Technology    (Sugarmaking,    Distillation   of 

Spirits,  etc.,) 2 

Practical  work  in  Laboratory  of  Agricultural  Chemistry, 8 

Vine  Growing  and  Production  of  Wine, .    2 

Fruit  Growing  and  Knowledge  of  Fruits, 1 

Planning  ol  Farm  Buildings, 1 

General  Theory  of  Law, 3 

Utilization  of  Forests  (3  hours,  optional). 

Critical  Examination  of  the  Rotation  of  Crops  (2  hours,  optional). 

(d)  Educational  Expenditure  of  the  Canton  of  Zurich. 
The  budget  of  the  Canton  of  Zurich  for  the  whole  of  its  education,  amounts  to 
1,847,490  fr.  ($369,498).    The  following  are  the  principal  items  of  expenditure : 

Fr. 

Office  expenses, 22,300 

The  University, 192,800 

Contribution  to  Federal  Polytechnic, 16,000 

Gymnasium,      81,000 

Industrie  Schule, 44,000 

Miscellaneous  expenses  on  Cantonal  school, 12,900 

Veterinary  school, 25,100 

Normal  schools, 54,950 

Technikumat  Winterthur,     84,200 

Libraries  and  collections,    .   .   . 50,600 

Scholarships  and  bursaries  to  teachers  and  students, 59,000 

Gas,  water  and  coals, .    .   .          17,000 

Primary  schools 1,010,700 


582  KEPORT  OF  THE 

Fr. 

Pensions,  etc., 108,550 

Military  drill, 2,500 

Sundry  subventions,  Winterthur,  etc., 65,890 

Total, •    • 1,847,490 


The  estimated  expenditure  of  the  canton  under  all  heads  being,  for  1882,  5,845,144 
francs  ($1,169,029),  it  follows  that  the  education  vote  absorbs  nearly  32  percent,  of 
the  total  expenses  of  the  canton.  In  addition  to  the  Cantonal  expenditure  on  edu- 
cation, each  Commune  pays  for  its  own  primary  schools.  Thus,  for  example,  the  es_ 
timated  outlay  of  the  town  of  Zurich  for  1881  for  education  purposes  amounts  to 
437,900  fr.  ($87,580).  Of  this  total,  elementary  schools  take  119,443  fr.  (123,888), 
183,710  fr.  ($36, 742)  are  allotted  to  higher  elementary  schools,  15,290  fr.  ($3,058)  for 
the  Real  Gymnasium,  30,075  fr.  ($6,015)  for  the  higher  girls'  school  and  the  normal 
schools  for  female  teachers,  96,724  fr.  ($19,345)  for  miscellaneous  expenses,  and 
105,000  fr.  ($21,000)  for  interest  on  loans  for  the  erection  of  school  buildings. 


(e)  Cotton  Spinning  in  Switzerland — Factories  of  M.  M.  Heinrich  Kunz, 
Windisch,  near  Zurich. 

We  found  at  the  infant  school  that  the  children  were  being  taught 
by  Kindergarten  methods,  and  had  a  large  collection  of  sewing  and 
plaiting  patterns  on  paper,  colored  designs,  boxes  of  toys,  Noah's 
arks,  bricks  and  sticks,  etc.,  such  as  we  find  in  the  best  schools  in 
England.  The  desks,  tables,  and  floor  were  scrubbed  scrupulously 
clean,  and  the  children  were  all  neatly  dressed  and  clean.  They 
went  through  physical  exercises,  sang,  counted  and  gave  evidence  of 
being  intelligently  taught.  There  is  also  a  junior  elementary  school, 
of  which  the  fees,  as  of  the  infant  school,  are  \d.  (2  cents)  per  month. 
Mr.  Wunderly  believes  that  even  a  small  payment  encourages  appre- 
ciation of  the  schools,  and  tends  to  foster  a  spirit  of  independence 
among  the  parents.  The  older  children  attend  the  Windisch  free 
school  at  some  little  distance  from  the  factories,  where  they  receive  a 
sound  primary  education,  as  good  as  may  be  obtained  in  the  larger 
towns.  The  parents  and  villagers  generally  are  encouraged  to  take 
an  interest  in  these  schools  by  the  good  example  of  Mrs.  Wunderly, 
who  actively  shares  her  husband's  interest  in  the  welfare  of  their 
employes.  She  provides  a  Christmas  tree  annually  for  the  school 
children,  and  a  little  meeting  is  held  at  which  they  sing  and  show 
specimens  of  their  work  and  scholarship,  and  here  she  and  her  hus- 
band meet  the  children  and  their  parents,  and  each  child  receives  a 
present  from  Mrs.  Wunderly's  hands. 


(f)  Engineering-  and  Machinemaking,  Switzerland. 

Although  in  the  section  of  heads  of  departments,  other  qualties 
besides  scholastic  knowledge  and  training  have  always  been  taken 
into  account ;  nearly  all  the  head  men  in  these  works  have  been  through 
the  polytechnic  or  the  technicum. 

Every  polytechnic  student  expects  to  take  a  position  higher  than 


INDUSTRIAL  EDUCATION  COMMISSION.  583 

that  of  the  ordinary  workman;  but  in  the  Swiss  machine  and  engin- 
eering shops,  which  are  comparatively  few  in  number,  students  from 
the  higher  schools  are  so  numerous  that  many  of  them  necessarily 
begin  as  ordinary  workmen,  and  some  never  rise  beyond  this  posi- 
tion. With  some  of  these  highly  educated  youths  it  is  rather  a  dis- 
advantage to  themselves  that  they  should  have  remained  at  school 
till  twenty  years  of  age,  because  a  few  years  must  elapse  before  they 
possess  the  expertness  of  ordinary  workmen,  whereas  the  boys  who 
begin  wage-earning  at  fourteen,  generally  receive  sufficient  education 
in  the  elementary  schools  to  enable  them  to  perform  intelligently  all  the 
work  required  of  them.  As  ordinary  workmen,  assuming  that  there 
were  no  possibilities  of  advancement,  it  was  represented  to  us  that 
the  boy  coming  to  the  shop  at  fourteen  becomes,  as  a  rule,  a  more 
skilled  and  valuable  artisan  than  the  highly  educated  youth  coming 
at  twenty.  In  actual  experience  of  workshop  government  it  does, 
however,  generally  happen  that  the  highest  positions  are  eventually 
secured  by  youths  of  superior  education  and  scientific  training,  al- 
though in  Switzerland  the  supply  is  greater  than  the  demand,  and 
consequently  mauy  must  remain  workmen,  or  emigrate  to  some  other 
country  where  there  is  a  better  field  for  their  scientific  attainments. 
To  sum  up  the  evidence  of  the  heads  of  this  firm  on  this  interesting 
question,  it  was  held  that  if  a  workman  possesses  those  moral  quali- 
ities  which  fit  him  for  a  higher  position,  such  as  that  of  foreman  or 
manager,  the  acquisition  of  scientific  training  is  of  the  greatest  value 
to  him ;  indeed  for  the  higher  posts  it  is  indispensable,  whilst  for  fore- 
man it  is  second  only  to  a  thorough  knowledge  of  work  and  the  man- 
agement of  men.  There  are  many  workmen  and  foremen  possessing 
practical  skill  and  high  scientific  knowledge  who  have  not  attended  a 
polytechnic  school,  and  there  are  some  who  have  enjoyed  the  fullest 
advantages  of  the  polytechnic  school  who  are  not  only  much  inferior 
in  practice,  but  are  very  deficient  in  scientific  knowledge  also,  to 
others  who  have  enjoyed  fewer  educational  advantages.  A  manu- 
facturer's son,  who  is  intended  for  an  industrial  or  commercial  career, 
cannot  do  better  than  begin  his  education  at  the  elementary  school 
among  the  children  with  whom  he  will  be  connected  in  after  life. 
He  will  learn  to  respect  and  admire  the  good  qualities  of  his  play- 
mates; he  will  better  understand  their  weak  points  and  know  how  to 
deal  with  them.  Good  fellowship  and  sympathy  between  master  and 
man  are  qualities  that  possess  a  commercial  as  well  as  a  moral 
value.  Moreover,  in  Switzerland  the  public  free  school  is  the  best 
school  for  an  elementary  education.  Mr.  Hiiber's  own  son  attended 
a  primary  free  school ;  after  that  the  Real  Gymnasium  for  a  three 
years'  course;  he  is  there  now,  and  his  father  expects  him  to  get  a 
general  training  in  science  and  modern  languages  till  he  is  turned 
eighteen.  He  will  then  enter  the  workshop  for  a  year  to  learn  the 
use  of  tools,  and  to  obtain  a  general  knowledge  of  the  terms  used  in 


584:  REPORT  OF  THE 

the  shop,  the  purposes  of  the  machines,  etc.  From  the  shop  his 
father  hopes  to  send  him  to  the  Polytechnic  School  for  three  years. 
By  this  time  he  ought  to  be  a  thoroughly  qualified  engineer,  able  to 
take  his  place  by  the  side  of  the  capable  men  of  all  countries. 

In  going  over  these  works,  the  Commissioners  had  a  conversation 
with  a  very  intelligent  foreman  engineer.  After  working  in  a  shop 
as  a  boy,  he  attended  the  department  for  engineering  in  the  Zurich 
Polytechnic,  and  having  finished  the  course,  he  fulfilled  the  dream  of 
all  ambitious  young  men  by  traveling  to  England.  There  he  visited 
some  of  the  engineering  works  of  Yorkshire  and  Lancashire  ;  worked 
in  the  drawing  office  of  one  of  the  large  machine  makers  at  Oldham, 
and  was  employed  in  other  capacities  at  some  of  the  leading  estab- 
lishments in  the  North  of  England.  *  *  *  * 

The  educational  facilities  offered  to  the  poor  in  Switzerland  are  be- 
yond all  -praise,  and  are  highly  appreciated  by  them.  Besides  the 
free  day  schools  there  are  free  evening  and  Sunday  schools,  and  in 
the  Canton  of  Zurich,  at  least,  the  apprentices  and  workmen  have 
only  themselves  to  blame  if  they  do  not  continue  their  education  in 
any  direction  in  which  they  may  desire  to  excel.  He  looks  upon  the 
free  schools  of  Switzerland  as  the  mainstay  of  Swiss  independence. 


(gf)  Conversations — Education  in  Switzerland. 

To  illustrate  the  influence  of  the  Polytechnic  at  Zurich  upon  one 
branch  of  chemical  manufactures,  it  was  stated  by  one  of  the  most 
eminent  and  experienced  of  the  professors,  a  gentleman  thoroughly 
familiar  with  England,  that  the  color  manufactures  ol  Switzerland 
owe  their  success,  if  not  their  origin,  to  the  Polytechnic  School.  In 
support  of  this  assertion  the  following  figures  were  given  as  to  the 
value  of  the  coal  tar  manufactures  of  the  previous  year  in  various 
countries : 

4. 

England, :  .    .    .        500,000  ($2,500,000) 

France,      300,000  ($1,500,000) 

Switzerland, 300,000  ($1,500,000) 

Germany, 1,600,000  ($8,000,000) 

So  far  as  Switzerland  is  concerned,  nearly  the  whole  of  the  raw  and 
semi  raw  materials  for  the  above  products  had  been  imported,  and 
many  of  them  from  England.  The  products  had  been  very  largely 
exported  to  foreign  markets.  In  the  making  of  these  dyes  only  one 
firm  in  England  had  succeeded  thoroughly  ;  most  of  the  others  had 
groped  in  the  dark,  without  scientific  knowledge  to  guide  them.  In 
the  German  works  were  trained  chemists  as  competent  to  take  up 
new  work  as  old.  Switzerland  had  taken  a  lead  by  means  of  the 


INDUSTRIAL  EDUCATION  COMMISSION.  585 

higher  chemical  knowledge  imparted  to  students  in  the  laboratory, 
and  she  had  supplied  men  for  works  at  home  and  abroad,  who  in  the 
dyeing  industry  alone  had  repaid,  ten  times  over,  the  entire  cost  of 
the  Polytechnic. 

When  there  was  a  movement  in  the  Federal  Council  for  lessening 
the  grant  to  the  chemical  department  of  the  Polytechnic,  it  was  shown 
by  undoubted  evidence  that  within  a  few  years  the  chemical  labora- 
tories had  been  the  direct  means  of  bringing  capital  to  the  country 
to  the  extent  of  millions  of  pounds  sterling,  and  that  their  usefulness 
was  crippled  for  want  of  better  accommodation.  The  movement  for 
lowering  the  grant  was  defeated,  and  a  proposal  was  carried  for  the 
expenditure  of  £50,000  ($250,000)  upon  a  new  laboratory. 


580  EEPORT  OF  THE 


LIST  OF  KEFERENCES. 


The  following  list  of  titles  is  not  intended  as  anything  like  a  full 
enumeration  of  the  material  consulted  by  the  commission  in  the  course 
of  the  inquiries  prosecuted  by  the  individual  members,  and  in  the 
preparation  of  the  foregoing  Report  and  Appendices.  Official  reports, 
programmes,  courses  of  study,  magazine  articles,  addresses  and  simi- 
lar documents  relating  to  every  branch  of  the  subject  have  been  gen- 
erously furnished  and  freely  used.  The  following  list  contains  the 
titles  of  only  the  most  formal  and  important  of  the  publications  con- 
sulted, and  they  are  given  here  merely  as  a  suggestive  aid  to  those 
who  may  be  interested  to  pursue  the  subject  further: 

Annuaire  de  L'Instruction  Publique,  des  Cultes  et  des  Beaux-Arts  Annee  1888,  Paris. 
Apprenticeship  Schools  in  France.     By  Silvanus  Phillips  Thompson,  B.  A.  D.,  Sc. 
London,  1879. 

Art  and  Industry.     Education  in  the  Industrial  and  Fine  Arts  in  the  U.  S.,  Part  I. 

By  Isaac  Edwards  Clarke,  A.  M.      (Bureau  of  Education).     Washington,  1885. 
Association  pour  L'Enseignement  Professionnel  des  Femmes.      Bruxelles,  1884. 
Bench  Work  in  Wood.  By  W.  F.  M.  Goss.      Ginn  &  Co.,  Boston,  1888. 
Bureau  of  Education,  United  States,  Annual  Reports,  Circulars  of  Intormation,  &c- 
Calendar  and  General  Directory  of  the  Department  of  Science  and  Art,  for  the  year 

1888.     London,  1888. 

City  and  Guilds  of  London  Institute,  Calendar  for  the  Session  1887-88,  London. 
City  and  Guilds  of  London  Institute,  a  Short  Notice  of  the,  with  an  Account  of  the 

Proceedings  at  the  Opening  of  the  Central  Institution  by  II.  R.   H.,  The  Prince 

of  Wales,  K.  G.,  President.     London,  1884. 

Codede  L'Enseignement  Primaire.  Par  E.  de  Resbecq.    Paris,  1887. 
Compte  Rendu  du  Congres  International  D'Instituteurs  et  D'Institutrices  Tenu  au 

Havre  du  6  au  10  Septembre,  1885.     (Mus6e  PSdagogique).     Paris,  1885. 
CongrSs  International  Ayant  Pour  Objet  L'Enseignement  Technique,  Commercial 

et  Industriel,  20  au  25  Sept.,  1886.     Paris  and  Bordeaux,  1887. 
Conseil  Sup6rieur  De  L'Enseignement  Technique.     Rapport Sur  L'Organisatioii  De 

L'Enseignement     Technique.      Par  M.  Tresca,    Membre  De   L'Institut.      Paris* 

1885. 

Cours  Normal  De  Travail  Manuel.      Par  P.  Martin.     Paris,  1888. 
Directory  with  Regulations  for  Establishing  and  Conducting  Science  and  Art  Schools 

and  Classes.     (Department  of  Science  and  Art.)     London,  1887. 
Ecole  (L').  Par  Jules  Simon.     Paris,  1886. 
Ecoles  D'Enseignement  Primaire  Superieur.    Historique  et  Legislation.     (Mus6e 

P6dagogique.)     Paris,  1886. 

Ecoles,  Les  Grandes,  de  France,  Par  Mortimer  D'Ocagne.     Paris,  1887, 
Ecoles  Manuelles  D'Apprentissage  et  Ecoles  Professionnels.    (Muse"e  Pe"dagogique). 

Paris,  1887. 


INDUSTRIAL  EDUCATION  COMMISSION.  587 

Ecoles    Nationales    Professionnelles,  Les    Trois.       (Vierzon-Voiron-Armentieres). 

(Muse"  a  PeMagogique.)      Paris,  1888. 

Education  et  Instruction.      Par  O.  Greard.  4  Vols.     Paris,  1887. 
Education  in  its  Relation  to  Manual  Industry.    By  Arthur  Me  Arthur.    D.  Appleton 

&Co.,  New  York,  1885. 
D'Enseignement  (De  L')  Manuel  et  ProfessionneL  en  Allemagne,  etc.     Par  G.  Sali- 

cis  et  G.  .lost.  (Muse's  Pe"  Jagogique),  Paris,  1887. 
Enseignement  du  Travail  Manuel  A  L'Ecole  Primaire.      Par  Emile  Faivre.     Paris, 

1887. 
Enseignement  (L')  Commercial  et  Les  Ecoles  de  Commerce  En  France  et  Dans  Le 

Monde  Entier.      Par  Eugene  Leautey.     Paris,  1836 

Enseignment  (L')  de  L' Agriculture.     (Muse" .3  PeUagogique.)      Paris,  1837. 
Enseignement  (L')  des  Travaux  Manuels.     Par  A.  Sluys.     Verviers,  1835. 
Enseignment,  L',  Primaire  (1886):  Recueil  de  Documents  Parlementaires  Relatifs  a 
La  Discussion,  a  La  Chambre  des  Deputes.     (Muse" 3  Pe"lagogique.)    Paris,  1886. 
The  same,  Relatifs  a  La  Discussion  au.  Senat.    (1st  Deliberation.) 
The  same,  Relatifs  a  La  Discussion  au.  Senat.     (2  Deliberation.) 
First  Lessons  in  Wood-working.    By  Alfred  G.  Compton.     Ivison,  Blakernan  &  Co., 

New  York  &  Chicago,  1888. 
France  As  It  Is.    By  Lebon  and  Pelet.     London,  Paris,  New  York  and  Melbourne, 

1888. 

Guide  Practique  des  Travaux  Manuel,  Par  G.  Dumont  et  G.  Philippon.     Paris. 
Industrial  Education.     By  Samuel  G.  Love.     E.  L.   Kellogg  &  Co.,  New  York  and 

Chicago,  1887. 

Industrial  Education  Association,  (New  York).     Various  Publications. 
Industrial  Education  in  the  United  States:  A  Special  Report  prepared  by  the  United 

States  Bureau  of  Education.     Washington,  1883. 

Industrial  Instruction.      By  Robert  Seidel.     Boston,  D.  C.  Heath  &  Co.,  1887. 
Instruction  Speciale  sur  L'Enseignement  du  Dessin.    (Musea  Pe"clagogique).  Paris. 
Instruction  Speciale  sur  L'Enseignement  du  Travail  Manuel  dans  Les  Ecoles  Nor  • 

males  D'  Instituteurs  et  Les  Ecoles  Primaires,  Elementaires  et  Superieures.    (Mu- 

se"e  Pe"dagogique.)     Paris,  1886. 

Manual  Training.    By  Charles  Ham.     New  York,  1886. 
Manual  Training  in  the  Common  Schools  :  Report  of  the  Committee  on  Course  of 

Study  and  School  Books,  of  the  Board  of  Education  of  the  City  of  New  York.    New 

York,  1887. 

Manual  Training  School,  The.   By  q,  M.  Woodward,  A.  B.,  Ph.  D.     D.  C.  Heath  & 

Co.,  Boston,  1887. 

Manuel  Des  Travaux  a  L' Aiguille,  a  L' Usage  Des  Jeunes  Filles.    Par  Mme.  Cecile 
Regnard.     Paris,  1881. 

National  Association  (London)  for  the  Promotion  of  Technical  Education.     Various 
Publications 

N6oessaire  de  Travaux  Manuel.     Par  M.  Coquelin.     Paris. 

Proceedings  of  the  International  Conference  on  Education.  (4  vols.)    London,  1884. 
[Vol.  II.  Technical  Education.] 

Rapport  sur  la  Creation  D'Ecoles  D'Apprentissage.  Par  II.  Tolain,  Se"nateur.  Paris, 

1883. 

Rapport  sur  les  Exercices  Manuels  dans  les  Ecoles  Primaires.   Par  A.  Corbon,  Se"na- 

teur.     Paris,  1880. 
Rapport  sur  l'6tat  De  L'Instruction  Publique  dans  Quelques  Pays  de  L' Allemagne. 

Par  M.  V.  Cousin.     Paris,  1833. 

Rapport  sur  1'Instruction  Publique  a  TExposition  Universelle  de  la  Nouvelle  Or- 
igans, 1884-5.    Par  B.  Buisson.     (Mus6a  Pedagogique.)     Paris,  1886. 


588  KEPORT  OF  THE 

Rapports  sur  les  Muse"  as  et  les  Ecoles  d'art  Industrial,  etc.  en  Belgique  et  Hollande. 
par  M.  Marivs  Vachon.  Paris,  1888. 

llapport  sur  1'Organisation  de  1'Enseignement  Technique.     [See  under  Conseil  Su- 
pe'rieur,  etc.] 
Reglements  et  programmes  D'Etudesdes  Ecoles  Normales  D'Instituteurset  D'ln- 

stitutrices.      (Mm e"3  Fedagogique.)     Paris,  1886. 

Reports  (2)  from  the  Select  Committee  on  Endowed  School  Acts.  London,  1886  and 
1887. 

Reports  of  United  States  Commmissioners  (Educational  Sections)  to  International 
Expositions.  1.  Paris,  1867,  Vol.  VI.;  2.  Vienna,  1873,  Vol.  II.;  3.  Philadelphia, 
1876,  Vol.  VIII.;  4.  Paris,  1878,  Vol.  II. 

Reports  (annual  and  special)  of  the  United  States  Bureau  of  Education. 

Report  of  the  New  Jersey  State  Commission  appointed  to  devise  a  plan  for  the  en- 
couragement of  Manufactures  of  Ornamental  and  Textile  Fabrics.  Trenton,  1878. 

Reports  (1st  and  2d)  of  the  Royal  Commissioners  on  Technical  Instruction.  (5  vols. ) 
London,  1882-4. 

Reports  (8)  of  the  Royal  Commission  on  Scientific  Instruction  and  the  Advance- 
ment of  Science.  London,  1872-5. 

Report  of  the  Special  Committee  of  the  London  School  Board  on  the  Subjects  and 
Modes  of  Instruction  in  the  Board's  Schools.  London,  1888. 

Report,  Thirty-Fourth,  of  the  Department  of  Science  and  Art.     London,  1888. 

Report  on  Education  in  Europe  to  the  Trustees  of  Girard  College.  By  Alexander 
Dallas  Bache,  LL.  D.  Philadelphia,  1839. 

Scheme  for  Girls'  High  School.  By  Charlotte  Pendleton  and  Alice  Lippincott.  Phila- 
delphia, 1889. 

Statist! que  de  L'Enseignement  Primaire.,  1829-1882.     3  vols.     Paris,  1883-84. 

Technical  Education.      By  Chas.  B.  Stetson.     James  R.  Osgood  &  Co.,  Boston,  1874 

Technical  Education  and  Foreign  Competition.      By  Swire  Smith.     London,  1887. 

Technical  Education  in  a  Saxon  town.      By  H.  M.  Felkin.    London,  1881. 

Technical  Education  in  Industrial  Pursuits,  with  Special  Reference  to  Railroad  Ser- 
vice. Report  to  the  President  of  the  B.  &  O.  R.  R.  Co.,  by  Dr.  W.  T.  Barnard. 
Balto.,  1887. 

Technical  Instruction  in  Europe.  First  Part:  Endustrial  Education  in  France.  By 
J.  Schoenhof,  Washington,  1888. 

Technical  Instruction.  Special  Report  of  the  Commissioner  of  Education  to  the 
United  States  House  of  Representatives,  Jan.  19th,  1870.  [Incomplete.] 

Technical  Training.  By  Thomas  Twining.     London,  1874. 

Travail  Manuel.  Par  Victor  Brudenne.     Paris,  1887. 

Travail  Manuel,  Le  a  L'Ecole  de  la  Rue  Tournelbrt.  Par  D.  Laubieret  A.  Bougueret. 
Paris,  1888. 

Ville  De  Paris:  Budget  De  L'Exercice,  1838.     Paris,  1888. 

Year  Book  of  the  Scientific  and  Learned  Societies  of  Great  Britain  and  Ireland. 
London,  18t6. 


I1SDEX, 


Page. 

Alabama  Polytechnic, 55 

"         Tuskegee  Normal  School, 58 

Barnard,  Dr.  W.  T.,  Report  referred  to, 12 

Bean,  Col.  Theodore  W.,  Report  to  the  commission, 25-34 

Charity  Organization  Society  of  the  City  of  New  York, 38 

Commission,  Assignment  of  topics  for  investigation, 2 

"  Conclusions  and  recommendations  of,     22 

"  Object  of, 3 

"  Organization  of, 1 

"  Resolution  appointing, 1 

Connecticut, 62-73 

"  New  Haven  Pub.  Schools, 62 

District  of  Columbia, 61 

Fetterolf,  Dr.  A.  H.,  Report  to  the  commission, 35-40 

Florida, 74-5 

Ferry,  Jules,  address  at  Vierzon, 453-7 

Foreign  Countries,  Manual  Training  and  Technical  Education  in,  ....  6-9,  42H-585 

France,  Administrative  Organization  of, 423-4 

"        Calico  Printing,         . 465 

"        Corbon,  Senator,  Report  of,  respecting  Manual  Exercises  in  the  Pri- 
mary Schools, 436-9 

"        Desrnonlins,  M.,  Account  of  Professional  (Technical)  instruction  in 

the  city  of  Paris, 444-50 

"        Designing  for  Textile  Industries, 4t5 

"        Educational  organization  of, 424-5 

"        Engineering  Works  of  Schneider  &  Co., 464 

"        Laws  relating  to  Manual  Training  Schools, 457-8 

•*        Manual  and  Technical  Training  in, 430-1 

"        Normal  Schools, 462-3 

"        Paris,  Central  School  of  Arts  and  Manufactures, 468-70 

"  "       Higher  Normal  School  for  Manual  Training, 459-62 

"  "       Technical  Instruction  in, .   . 444-50 

"        Programme  of  Primary  and  Superior  Schools, 432-33 

"        Programme  of  Professional  (Technical)  instruction, 433-4 

"        Resolutions  respecting  Manual  Training,  adopted  by  the  International 

Congress  at  Havre,  Sept.,  1885, 459 

"       School  of  Arts  and  Trades  at  Chalons-sur-Marne, 467 

"        Silk  Industry, .    464-5 

•*        Technical  Education  in, 423-70 

"       The  different  degrees  of  Education  in, 425-30 

"       Tolain,  Senator,  Report  of,  concerning  apprenticeship  schools,    .   .   .  439-43 

"       Vierzon,  The  National  Professional  (Technical)  School,  at, 450-7 

"  "        M.  Jules  Ferry's  address  at  the  laying  of  the  corner  stone,  .    453-7 

"  "        Senator  Tolain's  Report  as  to  the  kind  of  instruction  to  be 

given, 450-2 

"        Women's  Work  Schools  in, 464 


590  INDEX. 

Page. 

Georgia, 76-81 

"        Atlanta  University,     76 

"        School  of  Technology, 77 

Germany,  Apprenticeship  Schools  in, 481-2 

"  Beet  sugar  manufacture,  influence  of  Technical  Training  on,    .    .    .    488-9 

"  Calico  Printing,  influence  of  Technical  Training  on, 489-90 

"  Chemical  Color  Industry,  influence  of  Technical  Training  on,      .    .    485-7 

"  Conversations  on  Artistic  and  Technical  Instruction, 482-5 

"  Engineering  and  Machine  Works, 492-4,496-7 

"  Higher  Elementary  Technical  Schools, 480 

"  Iron  Industries  of  Westphalia ...  495,  6 

"  Polytechnic  Schools  in,  etc., 471-6 

"  Royal  Fachschule  of  Iserlohn, 497,  8 

"  Technical  Education  in, 471-98 

"  Technical  Training  in  Prussia, 476-8 

"          Textile  Manufactures,  Influence  of  Technical  Training  on,    ....    490-1 
Girls— See  Industrial  Training  for. 

Great  Britain,  City  and  Guilds  of  London  Institute, 510-12 

Finsbury  Technical  College, 512 

Manchester  Board  Schools, 512 

Owens  College, •    •    • 522-3 

Polytechnic  Institute  (London), 513-5 

Science  and  Art  Department,      499-509 

South  Corporation  Industrial  School, 521-2 

Technical  Education  in,  . 499-524 

"  Workshop  school,  Mather  &  Platt's, 515-20 

Industrial  and  Technical  Education  in  the  U.  S.  (Appendix  I), 50 

"Industrial  Education,"  "Scientific  Education,"   "Technical   Education"  de- 
fined,   4 

Industrial  Training  for  Girls, 399-422 

"  "  Boston  public  schools, 399 

«•  "  Brooklyn,  Pratt  Institute, 403 

"  "  Cleveland  public  schools 406 

"  "  Lafayette,  Ind.,  Purdue  University, 407 

"  "  Newport(  Rhode  Island) Indus.  School  for  Girls,      409 

"  "  New  York  City  public  schools,     411 

"  "  Philadelphia  public  schools, 415 

"  "  Pittsburgh  School  Kitchen, 419 

"  "  Toledo — Manual  Training  School,  Department  of 

Domestic  Economy,       421 

Illinois,     ....       82-95 

"        Beardstown  public  schools,     82 

"        Chicago  Manual  Training  School, 84 

"        Peru,  public  schools, 91 

"        State  University, 91 

Indiana, 96-117 

"        Indianapolis  public  schools, 96 

"        Purdue  University, : 96 

"        Rose  Polytechnic  Institute, 107 

Iowa, 118-120 

"     State  Agricultural  College, 118 

Kindergarten,  The, 21 

Land  Grant  Act  of  1862,    .   . 7 

Legislation  in  Massachusetts, .   .   ., 28 

"         in  New  Jersey, 29 

"         in  New  York, 33 

"         in  Pennsylvania, 34 

"         in  Congress  (bill  pending), 34 

Luckey,  Sup't.  George  J.,  Report  to  the  Commission, 47-9 


INDEX.  591 

Page. 

Maine, ' 121-125 

»'      State  Col.  of  Agriculture  and  the  Mechanic  Arts,        121 

Manual  Training  for  young  women, 

Manual  Training,  from  an  economical  standpoint, 12-16 

"  Irom  an  educational  standpoint, 10-12 

«  in  Reformatories,  Dr.  Fetterolf's  report, 19,  35-42 

"  in  rural  schools, 18 

»  in  the  public  schools, 16 

"  Purpose  of, 8-10 

«  Success  of, 17 

««  teachers,  need  of, 18 

Maryland, 126-131 

'<  Baltimore  Manual  Training  School, 126 

Massachusetts, 132-155 

"  Boston  public  schools, 132 

*'  Cambridge  Manual  Training  School, 142 

"  Institute  of  Technology, 135 

"  Springfield  Manual  Training  School, 142 

"  Worcester  Polytechnic  Institute, 146 

Mather,  Wm.,  views  on  education  in  the  U.  S., 5 

"  Notes  on  Technical  Education  in  Russia, 524-34 

Minnesota, 156-172 

"          Minneapolis  public  schools, 156 

"  St.  Paul  public  schools, 164 

11          The  University  of  Minnesota, 157 

Missouri, 173-180 

"         St.  Louis  Manual  Training  School, 173 

Nebraska, 181-3 

"         Omaha  public  schools, 181 

New  Jersey, 184-205 

"          Elizabeth  public  schools, 184 

"           Montclair  public  schools, 198 

"           Newark  Technical  School, 199 

•«           Orange  public  schools, 203 

"          The  Stevens  Institute  of  Technology, 187 

"           Vineland  public  schools, 204 

New  York, 206-245 

"           Albany  High  School, 206 

"           Cornell  University, 214 

"          Jamestown  public  schools, 221 

"          New  York  public  schools, 239 

"          Pratt  Institute, 209 

"          The  College  of  the  City  of  New  York, 225 

"           The  Hebrew  Technical  Institute, 228 

"           The  Industrial   Education  Association, 231 

Normal  Schools  in  various  states;  Dr.  Schaeffer's  Report  on 43-7 

"             "       Their  relation  to  Manual  Training,  .' 19 

Ohio, 246-269 

"    Case  School  of  Applied  Science  (Cleveland), 254 

u    The  Cleveland  Manual  Training  School, 259 

"    The  Technical  School  of  Cincinnati, 246 

"    The  Toledo  Manual  Training  School, 261 

Pennsylvania, 270-376 

"  Carlisle  Indian  School, 270 

"             Eastern  Penitentiary,  extracts  from  annual  reports  of  Inspec- 
tors,           35-8 

"  Girard  College, 272 

"  Haverford  College, 272 


592  INDEX. 

Page. 

Pennsylvania  Lehigh  University, 296 

"  Laws  relating  to  Manual  Training,  Col.  Bean's  Report, 25-35 

"             Public  Schools  of,  Industrial  Education  in,  Supt.  Luckey's  Re- 
port,       47-9 

"  Swarthmore  College, 369 

"  The  Pennsylvania  Museum  and  School  of  Industrial  Art,  ...       283 

"  The  Pennsylvania  State  College, 300-368 

"  The  Philadelphia  Manual  Training  School,  .   . 274 

"  Tidioute  public  schools, 373 

Plates  illustrating  manual  exercises, .105-6,279-82,305-69 

Polytechnic  schools  in  Europe,  general  review  of,     .    .   .   . 478-80 

Reformatories,  table  showing  industries  taught  in  various, 41-2 

Rhode  Island, 377 

"  Newport  Industrial  School.     377 

Russia,  Handicraft  and  Industrial  School  of  Moscow, 532-3 

"       Imperial  Technical  School  of  Moscow, 527-9 

"       Technical  Education  in, 524-34 

"       Technological  Institute  in  Moscow, 529-32 

Schaeffer,  Dr.  N.  C.,  Report  to  the  Commission, 43-47 

Scientific  and  Technical  Education  in  loreign  countries,     6-9 

South  Carolina, 378 

"  Brainard  Institute, 378 

Switzerland,  Chemical  Manufactures,  influence  of  the  Zurich  Polytechnic  on,  584-5 

"  Cotton  spinning  in,      582 

"  Educational  expenditures  of,     580-1 

"  Engineering  and  Machine  Making, 582-3 

"  Polytechnic  School,  partial  programme, 580-2 

"  Technical  Education  in, 575-85 

11  Zurich  Cantonal  School, 577-9 

Sweden,  Technical  Education  in, 534-74 

[Condensed  translation  of  Report  of  Messrs.  Sluys  and  Van  Kalken  to 
the  Belgian  Government  on  "Instruction  in  Manual  Work  in  Pri- 
mary Schools  for  Boys."— Qualifications  of  Teachers,  Equipment, 
Methods  of  Work,  etc.,  See  topics  under  sub-heads  in  the  text.] 

Sluys  and  Van  Kalken,  Report, 12;  534-74 

Tennessee, 379 

"          The  University  of  Tennessee, 379 

Texas, 382-4 

"     The  Agricultural  and  Mechanical  College  of  Texas, 382 

Tolain, 

Virginia,  ...              385-9 

"        The  Virginia  Agricultural  and  Mechanical  College, 385 

"        The  Miller  Manual  Labor  School, 385 

Wisconsin, 390-98 

"          Sparta  public  schools, 396 

"          The  University  of  Wisconsin, 390 

"          The  Whitewater  State  Normal  School, 398 


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